The use of ict
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The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
![What information I am providing to
the future teachers of these learnersFormative assessment Record Term 1 Student 1 Anum Khan VB
Science Level Descriptors: Materials and their properties
Level 1
Pupils know about a range of properties [for example, texture, appearance] and communicate observations of materials in
terms of these properties.
Level 2
Pupils identify a range of common materials and know about some of their properties. They describe similarities and
differences between materials. They sort materials into groups and describe the basis for their groupings in everyday
terms [for example, shininess, hardness, smoothness]. They describe ways in which some materials are changed by
heating or cooling or by processes such as bending or stretching.
Level 3
Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into
groups according to their properties. They explain simply why some materials are particularly suitable for specific
purposes [for example, glass for windows, copper for electrical cables]. They recognize that some changes [for example,
the freezing of water] can be reversed and some [for example, the baking of clay] cannot, and they classify changes in
this way.
Level 4
Pupils demonstrate knowledge and understanding of materials and their properties. They describe differences between
the properties of different materials and explain how these differences are used to classify substances [for example, as
solids, liquids, gases. They describe some methods [for example, filtration, distillation] that are used to separate simple
mixtures. They use scientific terms [for example, evaporation, condensation] to describe changes. They use knowledge
about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or
not.
Level 5
Level 5
Pupils demonstrate an increasing knowledge and understanding of materials and their properties. They describe some
metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other
solids. They identify a range of contexts in which changes [for example, evaporation, condensation] take place. They use
knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways
in which other similar mixtures might be separated.](https://image.slidesharecdn.com/theuseofict-130602131207-phpapp02/85/The-use-of-ict-42-320.jpg)
![Formative assessment Record Term 1 Student 1 Dania Afsar VB
Science Level Descriptors: Materials and their properties
Level 1
Pupils know about a range of properties [for example, texture, appearance] and communicate observations of materials in
terms of these properties.
Level 2
Pupils identify a range of common materials and know about some of their properties. They describe similarities and
differences between materials. They sort materials into groups and describe the basis for their groupings in everyday
terms [for example, shininess, hardness, smoothness]. They describe ways in which some materials are changed by
heating or cooling or by processes such as bending or stretching.
Level 3
Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into
groups according to their properties. They explain simply why some materials are particularly suitable for specific
purposes [for example, glass for windows, copper for electrical cables]. They recognize that some changes [for example,
the freezing of water] can be reversed and some [for example, the baking of clay] cannot, and they classify changes in
this way.
Level 4
Pupils demonstrate knowledge and understanding of materials and their properties. They describe differences between
the properties of different materials and explain how these differences are used to classify substances [for example, as
solids, liquids, gases. They describe some methods [for example, filtration, distillation] that are used to separate simple
mixtures. They use scientific terms [for example, evaporation, condensation] to describe changes. They use knowledge
about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or
not.
Level 5
Level 5
Pupils demonstrate an increasing knowledge and understanding of materials and their properties. They describe some
metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other
solids. They identify a range of contexts in which changes [for example, evaporation, condensation] take place. They use
knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways
in which other similar mixtures might be separated.](https://image.slidesharecdn.com/theuseofict-130602131207-phpapp02/85/The-use-of-ict-43-320.jpg)
The use of ict
- 1. Use of Technology in Teaching and Learning
- 2. What is Technological Literacy? It is defined as : Communicate Solve problems Access, manage, integrate, evaluate, design and create information to improve learning in all subject areas Acquire life long knowledge and skills in the 21st century
- 3. Why Technology in Classroom teacher becomes a facilitator support learners can assign more complex assignments requiring learners to use higher-order thinking skills no memorization analyzing and evaluating their own learning
- 4. What the Theory says: New Version of Bloom’s Taxonomy
- 5. Why to Integrate Technology Benefits to teacher teaching easier and more fun supports and extends curriculum objectives and engages learners in meaningful learning. easier to keep records
- 6. Benefits to learners active engagement on task for meaningful learning meet the specific and varying learning needs facilitate collaborative problem solving providing learners with authentic learning environments. development of life skills
- 7. How to motivate teachers to integrate Technology in my institute give time to practice and to build trust in themselves and the new skill. give time to build lesson plans that integrate technology. provide opportunities to explore and share new tools with each other. training to learn about their own technical skills and how they integrate with content and pedagogy.
- 8. What are the barriers that prevent teachers in my institute to embed ICT fully requires a large amount of time for production and preparation curriculum guides are so tight that it is hard to add anything professional training needed Older teachers may resist learning from younger teachers, and younger teachers may be unwilling to teach older people for fear of showing disrespect
- 9. preconceptions about new technologies Lack of confidence which is fear base
- 10. How to improve the use of ICT in my institute To improve teachers performance they need to be aware of technologies in use planned lessons with the best use of available resources provide well equipped IT lab more technical support focused group training developed an understanding of formative and summative assessments and the role of ICT in assessments
- 11. To improve students performance more support by the IT teacher class teacher to accompany learners during technical lessons awareness of E-safety issues provide opportunities to explore and choose provide digital tools according to their needs
- 12. Some of the technologies which students should use BLOGS E-mail Podcasting Instant messaging Gaming sites Social networking Chat Rooms Video broadcasting Music Download sites Wiki Text
- 13. ICT features that I discovered A good ICT lesson should have: speed and automation capacity and range provisionality interactivity information handling facilities
- 14. Differentiation Using ICT All children are different – learning styles (Gardner’s multiple intelligences) – ‘ability’ – previous knowledge and experience – motivation Differentiation is the educational response to the differing needs of pupils in a classroom
- 15. Why to differentiate? Teachers should help each pupil to achieve their full potential If we take up the challenge of Assessment for Learning, then planning for differentiation is unavoidable Individual target setting is the aim Pupils will need different and appropriate learning experiences to maximise their progress in school Individual learning plans for all
- 17. Differentiation by Task (similar resource + different task) Resource (similar task + different resource) Time Support Outcome
- 18. Role of a Teacher for differentiated plan Consider how learners are grouped Use formative assessment with feedback to set individual/group learning targets Designed various set ups for the learning environment Developed instructions for learners to use digital tools
- 19. Learning Environment for a differentiated task Whole Group
- 20. Small Group
- 21. Suggestion for teachers to use Web 2.0 Technologies • Kid Blog Kid .blog is designed for elementary and middle school teachers who want to provide each student with an individual blog. • Glogster Great way to share posters and images you’ve made with friends • Edmodo Social learning environment and one of the best ways to teach with tech • Bubbl.us Free application to brainstorm online • Twitter The micro blogging service that many love or hate. • Skype into the classroom Interacting with other people around the world
- 22. WordPress Content publishing system. It’s gone way beyond just blogging. Prezi Innovative way to share presentations without PowerPoint Wallwisher An online notice board maker (or bulletin board if you choose) Animoto Make beautiful videos from images in a snap Blabberize Make your images talk…that’s right. Weebly Create your own website or blog, very easy to use Flickr Popular photo-sharing site now lets you print Slideshare Don’t waste your presentation after it’s over, share it with millions!
- 23. Audioboo Easily record and share audio GoogleDocs The top real-time document creating and editing cloud-based system GoogleSites Make your own website while knowing nothing about websites! GoogleEarth View anywhere in the world anytime Wikis Crowdsourcing at its finest. Like Wikipedia, Wikispaces is very helpful Bitstrips Make and share your own comic strips with thousands of others Popplet An easy way to share visual ideas Storyjumper Easy way to create your own stories for kids and bring them to life
- 24. Some of my students work using Web 2.0 Technology Story Creator online
- 25. Kids Blog
- 26. Prezi
- 27. Prezi Picture taken by using digital camera
- 28. Gizmo-Online
- 29. Peripherals used by my students • Graphic Drawing Tablet (new resource) • Digital Camera / Digital microscope • Scanner
- 31. ICT as a tool ICT can play a major part in enabling teachers to make informed and accurate decisions regarding current learner attainment and helping to forecast predicted grades. ICT also has an increasingly important role in the reporting process and the majority of schools now utilize electronic reporting systems.
- 32. How much Teachers know in my institute
- 33. Graph showing Teachers ICT Skills
- 34. Analysis of Teachers ICT Skills Teachers integrating technology with their subjects but needs improvement in lesson planning. Available peripherals are not used so much in lessons Use of web 2.0 technology needs to be increased Teachers are using ICT only for maintaining formative assessment records but not analyzing learners performance for future action . Electronic report sheets are given to the parents twice a year.
- 35. What has to be done to improve Teachers need to: Improve understanding when to use technology and why to use it be trained to use available peripherals explore web 2.0 technologies and incorporate them in lessons
- 36. develop tracking systems to collect data analyzed data to make informed decisions about students’ progress explored types of learner information to analyze performance data within subject areas and across the institutions Involved learners in formative assessment process through self and peer assessment
- 37. Role of ICT in Assessments Assessment in two major ways Summative :It deals with the end of unit/module final assessment of learning. Formative: It looks for improvement as a whole. So it is assessment for learning.
- 38. What I did Record my informal and formal assessment marks on Excel sheets Create graphs to analyze my learners performance On the basis of these graph analyses I planned my future action plan for my class.
- 39. Formative Assessment Record Class VB Science
- 40. Graphical Analysis of Learners Performance
- 41. What I learn from this analysis about my learners
- 42. What information I am providing to the future teachers of these learnersFormative assessment Record Term 1 Student 1 Anum Khan VB Science Level Descriptors: Materials and their properties Level 1 Pupils know about a range of properties [for example, texture, appearance] and communicate observations of materials in terms of these properties. Level 2 Pupils identify a range of common materials and know about some of their properties. They describe similarities and differences between materials. They sort materials into groups and describe the basis for their groupings in everyday terms [for example, shininess, hardness, smoothness]. They describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching. Level 3 Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties. They explain simply why some materials are particularly suitable for specific purposes [for example, glass for windows, copper for electrical cables]. They recognize that some changes [for example, the freezing of water] can be reversed and some [for example, the baking of clay] cannot, and they classify changes in this way. Level 4 Pupils demonstrate knowledge and understanding of materials and their properties. They describe differences between the properties of different materials and explain how these differences are used to classify substances [for example, as solids, liquids, gases. They describe some methods [for example, filtration, distillation] that are used to separate simple mixtures. They use scientific terms [for example, evaporation, condensation] to describe changes. They use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. Level 5 Level 5 Pupils demonstrate an increasing knowledge and understanding of materials and their properties. They describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other solids. They identify a range of contexts in which changes [for example, evaporation, condensation] take place. They use knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways in which other similar mixtures might be separated.
- 43. Formative assessment Record Term 1 Student 1 Dania Afsar VB Science Level Descriptors: Materials and their properties Level 1 Pupils know about a range of properties [for example, texture, appearance] and communicate observations of materials in terms of these properties. Level 2 Pupils identify a range of common materials and know about some of their properties. They describe similarities and differences between materials. They sort materials into groups and describe the basis for their groupings in everyday terms [for example, shininess, hardness, smoothness]. They describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching. Level 3 Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties. They explain simply why some materials are particularly suitable for specific purposes [for example, glass for windows, copper for electrical cables]. They recognize that some changes [for example, the freezing of water] can be reversed and some [for example, the baking of clay] cannot, and they classify changes in this way. Level 4 Pupils demonstrate knowledge and understanding of materials and their properties. They describe differences between the properties of different materials and explain how these differences are used to classify substances [for example, as solids, liquids, gases. They describe some methods [for example, filtration, distillation] that are used to separate simple mixtures. They use scientific terms [for example, evaporation, condensation] to describe changes. They use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. Level 5 Level 5 Pupils demonstrate an increasing knowledge and understanding of materials and their properties. They describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other solids. They identify a range of contexts in which changes [for example, evaporation, condensation] take place. They use knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways in which other similar mixtures might be separated.
- 44. Where do you stand
- 45. Future Action Plan for my Institute Area Action Person involved Time Success criteria Teachers Development -design, develop and publish lessons and activities that integrate technology in a variety of instructional settings for all learners Workshops One to one sessions Focused group discussions Effective Coordination meetings ICT skills development Relevant Research through internet Teachers Co coordinator Senior Mistress School Group office 1 year Regular and meaningful use of ICT by all learners and staff across the curriculum. Improvement in teaching and learning using ICT -Learners Development -use of web 2.0 technologies -awareness of e-safety and digital citizenship Provide opportunities in lessons Focused technical lessons Awareness through programs /online games to develop e- safety Teachers Coordinator Senior Mistress Learners Parents 6 months Regular and effective use of technology across curriculum by learners All staff members and learners practice e- safety and digital citizenship -Institutional Development -Use technological resources to collect and analyze data , interpret results and communicate findings to improves instructional practice and maximize student learning. Teacher training to interpret spread sheet information and produce graphical analysis to support teaching and learning Teacher Coordinator Senior Mistress 1 year Improvement in teaching and learning practices Improvement in students results
- 46. Acknowledgement • References: • http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk7.htm • http://www.coloradotechliteracy.org/org/documentation/module1/why_now 2.htm • people.exeter.ac.uk/kewatson/differentiation%2005.ppt • http://www.ebea.org.uk/teaching_resources/assessment_monitoring_and_fe edback/9_using_ict_for_monitoring_and_assessment/ • http://www.educatorstechnology.com/2013/04/using-technology-vs- technology.html • http://www.slideshare.net/mustgo20/why-integrate-technology-in- teaching-5279029
- 47. Presented By Uzma Aslam School Coordinator BSS GP1