MODULE 6 ICT LEARNING & 21 ST CENTURY LEARNERS Presenter: Associate Professor Dr Rosseni Din Venue: Politeknik Ungku Omar, Ipoh Date: May 2013

"If we teach today as we taught yesterday, we rob our children of tomorrow" ~ John Dewy ~

Objectives  To describe 21st century learners  To discuss how to teach the 21 st century learner  To determine teacher’s perceptions and barriers in using ICT  To enrich and empower every educator with ICT skills and tools for enhancing learning effectiveness among students.

Video Clips  How will you teach me in the 21st century How will you teach me in the 21st century  21st Century Learners 21st Century Learners  Technology 21st Learning Teacher Technology 21st Learning Teacher  Teaching in the 21st century classroom Teaching in the 21st century classroom  ICT Learning ICT Learning

Introduction  Students’ higher-order thinking skills are enhanced in learning environments where ICT is used ( Allegra, Chifori, & Ottaviano, 2001; Boshuizen & Wopereis, 2003; Lim & Chai, 2004; Naidu et al., 2002; O’Mahony, 2003; Sandholtz, Ringstaff, & Dwyer, 1997 ).

Introduction  ICT increases teacher efficiency and can reduce teachers’ time spent performing administrative tasks ( Koszalka & Wang, 2002; Melle, Cimellaro, & Shulha, 2003; Roblyer, 2003; Sandholtz et al., 1997 ).  It is important for both students and teachers to use ICT regularly in their courses ( Figg, 2000; Loveless, 2003; Melle et al., 2003; O’Mahony, 2003; Tubin, Mioduser, Nachmias, & Baruch, 2003; Watson, 2001 ).

21 st Century Learners Credit: David Julian

Characteristics of 21 st Century Learners... will use technologies that haven’t been invented... networked... multi-tasker... digitally literate... craves interactivity... strong visual-spatial skills... tethered to the internet... wants to learn things that matter... wants to be challenged to reach own conclusions

Today’s Learners…  Crave interactivity  Read visual images  Weak reading skills  Visual-spatial skills  Parallel processing  Inductive discovery  Fast response time  Short attention span

Teaching the 21 st Century Learner  Requires:  much less emphasis on the amount of material memorized  much more emphasis on making connections, thinking through issues, solving problems*

Teaching the 21 st Century Learner  Learning now a life-long process of coping with change  The content of a particular lesson less important than manipulating content resources  Learning how to learn is the basis of education

Teaching the 21 st Century Learner  Teacher’s Role:  No longer the professor dispensing facts and theories Old model: primary challenge of learning is to absorb specific information  A participant in the learning process Faculty role will be unbundled--teacher to mentor Facilitate peer-to-peer learning

Teaching the 21 st Century Learner  Instructional implications  Movement toward blended courses  More collaborative learning approaches  Continuous and formative assessment  Greater flexibility and customization of course content to meet learner needs*

Teaching the 21 st Century Learner  Interactive course site features  Online quizzes  Forms for providing feedback or asking questions  Online voting  Games  Features for sharing pictures or stories

Teaching the 21 st Century Learner  Virtual discussions through threaded discussion boards, blogs, wikis, and chat  Features for creating/adding content  Videoconferencing  Online collaborations via whiteboards

How ICTs play its important role?  ICTs provide an array of powerful tools that may help in transforming the present isolated, teacher- centered and text-bound classrooms into RICH, STUDENT- FOCUSED, INTERACTIVE KNOWLEDGE ENVIRONMENTS

To meet the challenges…  Must embrace the new technologies and appropriate the new ICT tools for learning.  Must move toward the goal of transforming the traditional paradigm of learning—”paradigm shift”(Thomas Kuhn)

 Many educators, business and government leaders believe: a) creating a paradigm shift in views of the learning process b) coupled with applications of the new information technologies  may play an important role in bringing educational systems into alignment with the knowledge-based, information-rich society. To meet the challenges…

 Requires both a change in the traditional view of the learning process  An understanding of how the new digital technologies can create new learning environments in which students are : a) engaged learners b) able to take greater responsibility for their own learning c) constructing their own knowledge To meet the challenges…

Teacher Perceptions of ICT  While the majority of teachers (92% primary and 92% secondary) are interested in developing their ICT skills and knowledge, many non-computing teachers feel overwhelmed by developments

Teacher Perceptions of ICT  They worry about the pace of developments, feel they cannot cope with the jargon associated with computers, and generally worry about their own lack of skills and knowledge compared to that of their own pupils.

Barriers of using ICT Losing control of the learning  The majority of teachers first priority is to maintain order in the classroom and to have a controlled learning environment.  Any suggestion of adopting very innovative teaching techniques such as using ICT is therefore seen as threatening this orderly pattern and therefore not desirable.  There is a genuine fear amongst many teachers about ICT and skepticism of its value to their pupils (Cox, Preston & Cox, 2000)

Barriers of using ICT Inadequate resources  Often a difficulty for teachers who have had some training to be able to use ICT because there are insufficient ICT resources in the school or there is not enough time to review then and plan lessons incorporating their use. (Cox, Preston & Cox, 2000)

Barriers of using ICT  Lack of ICT in classrooms which follows the lack of knowledge  Technical support  Insufficiency of in-service trainings (Yasemin Koçak Usluel, Yasemin Demiraslan, Filiz Kuşkaya Mumcu, 2007)

What Teachers Should Do?  To be able to use ICT in the courses effectively, teachers should;  be aware of its potential,  select tools and methods which are appropriate with the needs of students,  design their teaching methods effectively,

What Teachers Should Do?  develop new teaching strategies,  know and apply classroom management rules in order to cope with problems encountered in technology-aided learning environments (Becker, 2001; Duchateau, 1995; Gobbo & Girardi, 2001; Herzig, 2004; Milliken & Barnes, 2002; Sandholtz et al, 1997).

What Teachers Should Do?  teacher should be equipped with the required knowledge and skills to ensure the effective integration of ICT into teaching-learning process ( Cope & Ward, 2002; Galanouli, Murphy, & Gardner, 2004; Jedeskog & Nissen, 2004 ).

Pedagogical Approaches  Blended instruction and learning  Face-to-face interaction and activity  Online interaction and activity  Experiential interaction and activity  Allow learning to happen easily outside the classroom  End of class is a transition to another learning space  More time spent with content*

Pedagogical Approaches  Collaborative learning through group/team projects  Developed using multimedia processes  Provides a more powerful learning approach than a term paper—authentic learning Looking for practical applications, real-world context Focus more on applying classroom lessons to real-life problems, institutions, or organizations  Allows students to focus on their learning style strengths*

Need for development of the necessary skills at all ages, in all parts of society, to use and participate in ICT effectively. Such skills include functional and digital literacy, and the ability to be involved in creating and accessing content, as well as the ability to participate in an interactive electronic environment. Confidence also encompasses creating trust, safety and security in the use of ICT. Confidence in IT Use

Faculty Training  We need to have a new set of expectations of faculty  Foster a technology culture  Need for continuous faculty training  Resources and support should be available  Reward innovation in technology-rich learning environments

“While ICT can never replace teachers, those teachers who know how to use ICT effectively in their teaching will be much more advantageous than teachers who do not use ICT.” Xuan Thu Dang, 2012

THANK YOU