Teachers, while determining learning parameters, encourage student self-management in student-centred and collaborative learning.
A unit of study for teachers to consider some of the challenges raised by adopting a PBL approach, and how these can be overcome.
The objective is to look at ways of dealing with the challenges and fears of PBL projects.
Melinda dP. Bandalaria (Ph.D) from the University of Philippines Open University (UPOU) lectures on how ICT provides high levels of flexibility for learning. She also looks at collaboration, synchronous vs asynchronous learning, improved access to learning materials via OERs and MOOCs. She calls for teachers to use a 'Flipped Classroom'.
A unit of study for learners to consolidate their PowerPoint skills and provide them with opportunities to learn how to insert graphic elements into their presentations. The objective is to learn how to integrate graphic elements into their presentations.
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This is a unit of study whose competency is to Incorporate appropriate ICT activities into lesson plans so as to support student acquisition of school subject matter knowledge and use presentation software and digital resources to support instruction and problem solving in the classroom.
This is a unit of study whose competency is to Manage student project-based learning activities in a technology-enhanced environment to support collaboration.
This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.
The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.
In this unit, we will demonstrate how technology can contribute to teaching, learning, administration and professional development. Simple strategies to use ICT to support traditional teaching strategies will be introduced.
This course has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials, guides and activities are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT).
While the course embraces the role ICT can bring to the classroom it is also not held prisoner by the need for high end or sophisticated technology platforms. The course can be deployed in areas of limited or no connectivity via CD ROM or memory stick as most of the resources have been previously downloaded and collected. There are also web and paper based versions of the lessons and guides.
This course uses materials that are Open Education Resources (OER) or free to use for educational purposes, allowing the use and distribution, and in some instances the repurposing of the materials, at no additional cost. (See the Open License tab for more information).
But most importantly we hope the lessons are fun and engaging enough to introduce new possibilities and refresh the participant's passion for teaching and learning.
By the end of this unit teachers should be able to:
Deepening knowledge 3- (d) Designing unit plans and classroom activities so that students engage in reasoning, discussion and use of key concepts of the subject matter while collaborating with peers in understanding, representing and solving complex real-life problems as well as considering solutions to these problems and communicating regarding it.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3- (د) تصميم خطط الوحدة وأنشطة الفصل الدراسي بحيث يشارك الطلاب في التفكير المنطقي والمناقشة واستخدام المفاهيم الأساسية للموضوع أثناء التعاون مع أقرانهم في فهم وتمثيل وحل مشاكل الحياة الواقعية المعقدة بالإضافة إلى التفكير في الحلول لهذه المشاكل والتواصل بشأنها.
The aim of this unit is that upon completion, the teachers will be able to incorporate the use of ICT into learning and teaching processes so as to support acquisition of learning area content and skills.
By the end of this unit teachers should be able to:
Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.
Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.
تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.
By the end of this unit teachers should be able to:
Technology Literacy 3- (a) List how prescriptive teaching and ICTs can be used to support students' acquisition of subject-related knowledge.
Technology literacy 3- (b) Include appropriate ICT activities in lesson plans to support students' acquisition of subject-related knowledge.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 3- (أ) ضع قائمة بكيفية استخدام التدريس التوجيهي وتكنولوجيا المعلومات والاتصالات لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.
محو الأمية التكنولوجية 3- (ب) تضمين أنشطة تكنولوجيا المعلومات والاتصالات المناسبة في خطط الدروس لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.
A unit of study where teachers will help learners complete a tutorial, brainstorm a list of possible project ideas for a PBL project that includes gathering, processing and presenting information.
The purpose of this practical is to provide participants with clear directions so that they can design such a project.
A unit of study whose competency is understanding two methodologies of teaching, Constructivism and Didacticism. Investigate how ICT supports these methodologies. The objectives are for learners to use multiple methods in their teaching and understand how ICT can be employed to support each methodology.
A unit of study to introduce in-service teachers to Constructivist teaching methods. Teachers will look at a particular manifestation of the theory, Constructionism, or more specifically, Project-based Learning.
The unit offers an introduction to interactive teaching with and without ICT. It introduces the idea of “plan-teach-reflect”, as well as lesson planning to include interactive activity. The unit covers the following aspects:
- What is interactive teaching?
- ICTs in interactive teaching.
- Effective use of ICTs, including basic use of netbooks, browser, and images / slideshows (also in OpenOffice Impress).
The aims of Unit 1 are to
- understand principles of interactive teaching - with and without ICT,
- see illustrations and discuss issues involved in implementing it,
- think about changing one’s own practice, and
- develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.
KICTCFT: The teacher can use ICT to support traditional methods of teaching and learning in the classroom. Specific Objectives: By the end of the unit you should be able to: 1] Identify ICT tools suitable for didactic teaching and learning, 2] Describe how didactic teaching and learning and ICT can be used to support student's acquisition of school subject matter knowledge, and 3] Incorporate appropriate ICT activities into lesson plans so as to support student's acquisition of school subject matter knowledge
KICTCFT: Teachers can plan and are aware of the practicality of designing Project Based Learning opportunities. Specific Objectives: On completion of this unit you should be to, 1] Identify and describe ICT tools that support Project Based Learning, and 2] Describe how to structure real-world problems into a project design.
Welcome to this unit on ICT to support collaboration and communication. In this unit we will look at how we can enhance collaboration and communication in classroom teaching using various ICT tools. What tools do we usually use to communicate? Can we use the same tools to communicate in the classroom? Let us find out.