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:lab5s1 – lab5s21 Password:public1 3

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

5. Icebreaker Consider the Classroom Environment Identify the possible health and safety hazards that may exist. Suggest ways of reducing those hazards. 5

6. Overview Introduction Workshop Outcomes Specific Learning Objectives 21 st Century Learning Productivity and Web 2.0 Tools TPACK Educational Technology Conclusion 6

7. 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 7

8. 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. 8

9. 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. 9

10. Using 21st Century Tools to Teach 21st Century Skills 10

11. 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. 11

12. 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.

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

15. 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/ 15

16. 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/ 16

17. Collaborative writing is easy with a wiki. Create, edit, modify, link, and organize all via the web. Wikis http://pbwiki.com/ 17

18. 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 18

19. 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/ 19

20. 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 20

21. Collaborate using a whiteboard, chat, conference call and more. Try Vyew (view) Virtual Workspaces http://vyew.com/site/ 21

22. 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 22

23. 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/ 23

24. 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/ 24

25. 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/ 25

26. Webquests http://webquest.org/index.php http://bestwebquests.com/default.asp 26 An inquiry- oriented activity in which some or all of the information that students interact with comes from the Internet.

27. 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 27

28. 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 28

29. TPACK Technological Pedagogical And Content Knowledge 29

30. 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. 30

31. TPACK: An Overarching Framework 31 http://mkoehler.educ.msu.edu/topics/iste-tpack-video-%E2%80%93- all-the-tpack-2x-the-commercial-interruptions/

32. Web Quest 32

33. 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. 33

34. 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 34

35. 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!!! 35

36. 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. 36

37. Activity #1 37

38. Activity #1 38 a.Follow the Webquest About the Reliability of Information Found on the Web. http://biologycorner.com/quests/reli ability.html http://biologycorner.com/quests/reli ability.html b.Outline the steps that you would take to ensure the reliability and validity of websites as you conduct research. c.What do the terms cyber ethics and cyber citizenship mean?

39. d.Create your own WebQuests. http://zunal.com/webquest.php?w=63942

40. Wikispaces 40

41. Wikispaces What are wikis? Purpose of wikis. How to create a wikispace? http://moeictintegrationintheclassroom.pbworks.com/ 41

42. 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 42

43. 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 43

44. 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 44

45. Wiki Sites Pbwiki.com – largest consumer wiki farm; 23 languages Twiki, Jotspot Socialtext.com Our wiki site: http://www.wikispaces.com/ 45

46. 46 Educational Technology

47. Educational Philosophy Three main theoretical schools or philosophical frameworks have been present in the educational technology literature. These are: – Behaviorism – Cognitivism – Constructivism 47

48. 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 48

49. 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. 49

50. 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. 50

51. 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 51

52. 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. 52

53. 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’. 53

54. 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 54

55. 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 55

56. The ADDIE Model

57. 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.

58. 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 58

59. 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 59

60. 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 60

61. 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

62. E = Evaluation Two related evaluations going on simultaneously in most ID situations. – Formative Evaluation – Summative Evaluation 62 WorksheetWorksheet from http://citt.ufl.edu/team/PGL/modules.htm

63. Formative Evaluation – Going on during & between ID steps. – Purpose is to improve instruction before completed instruction is delivered. 63

64. 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? 64

65. Conclusion 65