1. T HE I NFUSION OF ICT INTO C URRICULUM D ELIVERY &

2. Welcome Facilitator:Mary Ann Chaitoo Email: maryannchaitoo@hotmail.commaryannchaitoo@hotmail.com maryannchaitoo2004@yahoo.com 2

3. Usernames and Passwords PC Logon Username:lab1s1 – lab1s21 Password:public1 3

4. Safety Moment Emergency Plan Safety at the Shopping Malls 4

5. Overview Introduction Workshop Outcomes Specific Learning Objectives 21 st Century Learning Productivity and Web 2.0 Tools TPACK Educational Technology Conclusion 5

6. Workshop Outcomes Individual: 1. Created a blog at one of the blog sites given on the Blog page of the Wiki, then post at least 3 blog reflections on the technology integration process or a relevant topic or issue as suggested by facilitator over the course of the 3-day session. 2. Completed TPACK self-assessment 3. Completed daily self- assessment 6

7. Workshop Outcomes Group: 1. Completed TIP template 2. Designed an ICT integrated lesson. 3. Included the use of technology tools (productivity and web 2.0) that will be integrated into the lesson with clear justifications for the use of each tool. 4. Designed rubrics for assessment of outcomes. 5. Completed lesson evaluation. 6. Completed group assessment. 7

8. Specific Learning Objectives Learners should be able to: Recall the different Educational Technology Models. Apply the principles of instructional design to ICT integration in the classroom. Design instructional systems for ICT integration. Develop instructional strategies and materials. Evaluate and manage ICT integration programmes. 8

9. Using 21st Century Tools to Teach 21st Century Skills 9

10. Framework for 21st Century Learning The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes. A blending of specific skills, content knowledge, expertise and literacies. 10

11. Why Web 2.0 and 21 st Century Teaching? – Major disparity between what students learn in school and what they need to function in the workforce – Advances in technology – Fast access to knowledge – Global competition – Rising workforce capabilities Partnership for 21 st Century Skills (2007). Learning for the 21 st Century.

13. Web 2.0 Social bookmarking vodcast Google tools blog avatar podcast wiki Tags backchanneling Technorati Flickr Widget Wiki-folio Voki

14. YouTube. Okay, so it’s blocked in many schools, but it is a location for students to publish their videos. TeacherTube. Many schools are allowing this site. Teacher and student created videos are available. Ustream. Want to air a live broadcast to the world? (Your pen pals in Argentina want to see the cool experiment you are doing in Eau Claire.) It’s possible with Ustream. All you need is a videocamera. Online Video Hosts http://www.youtube.com/ http://www.teachertube.com/ http://www.ustream.tv/ 14

15. Blogs Use as a newsletter to communicate with families Students can use blogs to talk with the world about books they have read, comment on issues, post papers and request feedback, etc. http://edublogs.org/ Podcasting Blog http://ple20.blogspot.com/ 15

16. Collaborative writing is easy with a wiki. Create, edit, modify, link, and organize all via the web. Wikis http://pbwiki.com/ 16

17. Collaborative writing, editing When several people are working on a project, emailing a document gets messy. Use an online service to host your materials then everyone in your group can access them as needed. You can also see how added which information and provided which edits. Great for individual accountability and responsibility. http://docs.google.com 17

18. Promote public speaking by creating podcasts. Use Audacity, a free, cross- platform sound editor to create and edit your podcasts. Attach a podcast to your blog and ask for feedback. That’s real world! Podcasts http://audacity.sourceforge.net/ Audacity Instructional videos http://asimov.coehs.uwosh.edu/~winterfe/audacity/ 18

19. Reaching out to others has never been more cost effective. You can call on cell phones, regular phones, or via the internet. Skype -- internet based phone Pingo -- low cost calling card http://www.skype.com/welcomeback/ http://www.pingo.com/ Call, collaborate, communicate 19

20. Collaborate using a whiteboard, chat, conference call and more. Try Vyew (view) Virtual Workspaces http://vyew.com/site/ 20

21. There are many sites available to host your photo collection. A few sites include: – Flickr Photo Storage http://www.flickr.com/ http://www.smh.com.au/ffximage/ 2006/09/15/ic_camera1_narrowwe b__300x406,0.jpg 21

22. Organization is the key to information literacy. Are your bookmarks available when you need them? Can you share them with others? Is adding to your bookmarks as easy as a single click? Online tools are available to help Save, share, access your bookmarks anywhere and anytime. Del.icio.us Foxmarks -- use with Firefox Bookmarks http://del.icio.us/ http://www.foxmarks.com/ 22

23. Dictionaries and Encyclopedias Judging the accuracy of information is a critical information fluency skill. Teach your students to triangulate their data regardless of their sources. Is Wikipedia accurate? Triangulate your findings to answer that question. No one source of data is always accurate! http://www.wikipedia.org/ 23

24. Language Translators For students learning a language or teachers with a student who speaks another language, language translators are a great help. Beware, they aren’t always accurate! BonPatron.com is recommended by my teen son Dictionary.com Translator is also available http://bonpatron.com/en/ 24

25. Webquests http://webquest.org/index.php http://bestwebquests.com/default.asp 25 An inquiry- oriented activity in which some or all of the information that students interact with comes from the Internet.

26. Maps A picture is worth a 1,000 words. Explore the world with online map resources. Google Maps Street View -- research a career, find a place to live, use street view to see the neighborhood where the apartment you want to rent is located. Does it look like a place you would be comfortable living? http://maps.google.com/help/maps/streetview/index_.html http://maps.google.com/help/maps/streetview/index_.html Google Earth -- use this to have your students go on that vacation they planned for their family. They can see the sights along the roads they travel. Bing Maps 26

27. Web 2.0 vs. Web 3.0 “The document web” Abundance of information “The social web” The second decade, 2000-9 Google as catalyst Wisdom of the crowds Mashups, fragmentation integration, new tools Search, search, search Lawless, anarchic Print and digital “The data web” Control of information “The intelligent web” The third decade, 2010-20 Semantic web companies as catalyst Wisdom of the expert Why search, when you can find? Standards, protocols, rules Digital above all else Intro Web 2.0 Mentality Strategy Web 3.0 Conclude 27

28. TPACK Technological Pedagogical And Content Knowledge 28

29. TPACK Framework TPACK is a conceptual framework which is grounded in an understanding that quality teaching and learning do not occur when the three knowledge bases exist separately, but that meaningful and engaged learning happens when there is an interplay and relationship between the three. 29

30. TPACK: An Overarching Framework 30 http://mkoehler.educ.msu.edu/topics/iste-tpack-video-%E2%80%93- all-the-tpack-2x-the-commercial-interruptions/

31. 31 Educational Technology

32. Educational Philosophy Three main theoretical schools or philosophical frameworks have been present in the educational technology literature. These are: – Behaviorism – Cognitivism – Constructivism 32

33. Bloom's Taxonomy is a classification of learning objectives within education. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.AffectivePsychomotor Cognitivetaxonomyholistic 33

34. Educational Technology Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. 34

35. Benefits Educational technology is intended to improve education over what it would be without Technology: Easy-to-access course materials. Student motivation. Wide participation. Improved student writing. Subjects made easier to learn. 35

36. Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. Instructional Design 36

37. Instructional Problem The instructional design process begins with the identification of an instructional problem or need. A need is defined as a gap between what is expected and the existing conditions. 37

38. Types of ID models Conceptual model - is ‘descriptive and experience-based’ (Richey 1990: 124). She states that conceptual models ‘facilitate an understanding of those factors which impinge on designs and their implementation’ (Richey 1990: 131). The conceptual model ‘encompasses current knowledge, and it is flexible enough to permit the assimilation of new knowledge whenever possible’. Procedural model - According to Richey (1990: 124) procedural models ‘provide specific guidelines on how to carry out the design project’. They give detailed accounts of how to execute given tasks. Richey (ibid) argues that procedural models are ‘product-orientated’. 38

39. Many ID Models Dick & Carey Model Hannafin & Peck Model Knirk & Gustafson Model Jerrold Kemp Model Gerlach-Ely Model Rapid Protyping Model Morrison, Ross and Kemp 39

40. Six core elements that make an effective ID model: Determination of learner needs, problems identification, occupational analysis and competence or training requirements. Determination of goals and objectives. Construction of assessment procedures. Designing and selection of proper delivery approaches. Trying-out of instructional system. Installation and maintenance of the system 40

41. The ADDIE Model

42. What is ADDIE? A systematic approach (model) for developing effective instruction. One of the most popular models in instructional design. Outcome of each step feeds into the subsequent step. Evaluation is ongoing throughout each layer of design.

43. A = Analysis In analysis stage of ID process, want to find out: – The Learning Problem. – Who is the audience? – What are audience characteristics? – Identify the new behavioral outcome? – What types of learning constraints exist? – What are the delivery options? – What is the timeline for project completion? WorksheetWorksheet from http://citt.ufl.edu/team/PGL/modules.htm 43

44. D = Design Content of the course – Subject matter analysis Steps of instruction – Lesson planning-writing performance objectives – Decide on Instructional Strategies Type of media or presentation mode – Media selection WorksheetWorksheet from http://citt.ufl.edu/team/PGL/modules.htm 44

45. D = Development Development of instruction based on Design: – Generate lesson plans (different from lesson planning) and lesson materials. – Complete all media & materials for instruction, and supporting documents. – The project is reviewed and revised according to any feedback given. – End result is a course or workshop ready for delivery. Worksheet Worksheet from http://citt.ufl.edu/team/PGL/modules.htm 45

46. I = Implementation During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated. WorksheetWorksheet from http://citt.ufl.edu/team/PGL/modules.htm

47. E = Evaluation Two related evaluations going on simultaneously in most ID situations. – Formative Evaluation – Summative Evaluation 47 WorksheetWorksheet from http://citt.ufl.edu/team/PGL/modules.htm

48. Formative Evaluation – Going on during & between ID steps. – Purpose is to improve instruction before completed instruction is delivered. 48

49. Summative Evaluation – Usually occurs after instruction completed & implemented. – How much & how well did students learn? – How well did course or workshop work? Does it need modification before being presented again? What needs changing? Content? Instruction? Media? 49

50. Wikispaces 50

51. Wikispaces What are wikis? Purpose of wikis. How to create a wikispace? http://moeictintegrationintheclassroom.pbworks.com/ 51

52. What is a Wiki? A wiki is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser.interlinkedweb pagesweb browser Wikis are typically powered by wiki software and are often used to create collaborative wiki websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems.wiki softwarenote takingintranetsknowledge management 52

53. Wikis: Collections of Pages Main PageContact UsResources edit Illustrations adapted from Guillaume du Gardier. What is a wiki? June 2, 2005 Wiki pages look like web pages Anyone with a web browser can read a wiki site Anyone with the proper permissions can edit a wiki site 53

54. Why use a wiki? Easy to learn – no HTML required Easy way to share knowledge Easy way to collaborate across borders Ability to revert back to old versions Ability to track who’s done what & where Fostering collaboration among friends and/or colleagues 54

55. Wiki Sites Pbwiki.com – largest consumer wiki farm; 23 languages Twiki, Jotspot Socialtext.com Our wiki site: http://www.wikispaces.com/ 55

56. Web Quest 56

57. Definition of Web Quest An inquiry-oriented activity in which some or all of the information that students interact with comes from the Internet. Main Purpose of Web Quest.. develop higher order thinking skills… they are not a source of simple information retrieval. 57

58. Why WebQuests? … because they have shown to… fosters student motivation & authenticity developed critical thinking skills promote cooperative learning activities http://www.thematzats.com/webquests/intro.html 58

59. What makes a good Web Quest? A Quest that promotes higher order thinking. A Quest that is linked to previous and subsequent activities. A Quest that is student centered and promotes scaffolding. A Quest that is FUN!!!FUN!!! 59

60. Two types of WebQuests Short Term Goal – knowledge acquisition and integration. Learner makes sense of large amounts of information. Typically completed in 1-3 class periods. Long Term Goal – extend and refine knowledge. Learner analyses a body of knowledge and transforms it …. into a product. Typically completed in week to month. 60

61. Basic Elements of WebQuest There are five basic components of an average WebQuest: 1.Introduction 2.Task 3.Process 4.Evaluation 5.Conclusion

62. Introduction The purpose of the Introduction section is to: – set the stage for the activity. – catch the reader's attention to draw them into the quest. – provide background information. Example: Introduction Introduction

63. Task The Task block in a WebQuest is a description of what the learner will produce by the end of the activity. It also describes the tools that are to be used to produce the expected product – such as a HyperStudio stack or PowerPoint presentation, a written report, or an oral presentation. Example: Task Task

64. Process The purpose of the Process block is to: give a step-by-step description, relatively short and clear provide links to Internet sites interwoven within the steps Example: Process Process

65. Evaluation The Evaluation section is designed to: display a rubric to measure the product as objectively as possible. (Note: It should leave little room for question) Example: Evaluation Evaluation

66. Conclusion The Conclusion section of a WebQuest provides an opportunity to: – summarize the experience. – encourage reflection about the process. – extend and generalize what was learned. – add higher level questions that may be researched at another time. Example: Conclusion Conclusion

67. Constructing WebQuests Create your own webquest using: http://www.zunal.com/ Create webquest rubric using: http://www.teach-nology.com/web_tools/rubrics/webquest/

68. Locating Resources Use “search engines” Examples: Excite; Yahoo; DogpileExciteYahooDogpile Collect useful WebQuest sites Example: WebQuest PageWebQuest Page Collect useful websites for your content area teaching and learning activities.

69. Activity #1 69 Follow the Webquest About the Reliability of Information Found on the Web. http://biologycorner.com/quests/reliabil ity.html http://biologycorner.com/quests/reliabil ity.html

70. Wiki vs Blog 1.A collaborative website which can be directly edited by anyone with access to it. 2.Knowledge comes from community of dozens or even thousands of topic experts. 3.Grows rapidly at all hours of the day. Articles constantly change and continuously updated. 4.Discussions can take place on pages or in the discussion forum (at least in Wetpaint wikis). 5.Spam policed by the community. 70 1. A personal or corporate website in the form of an online journal, with new entries appearing in sequence as they are written. 2.Knowledge limited by single person or few bloggers of the site. 3.Grows slowly, one post at a time. 4.Discussions take place in the comments of a post, typically approved by blogger. 5.Spam policed by the blogger.

71. Wiki vs Web Page Open editing Simple text formatting Low security or open Earlier versions stored, can roll back Collaborative in nature Pages always considered “in progress” Limited editing HTML on many High security Early versions not stored Individual creations Pages considered finished when published

72. Conclusion 72