Module 8 Activity 3 Learning Labs

Learning labs are usually associated with subject areas that specifically require the use of ICTs to negotiate the subject, for example, Information Technology. It is usually a room that has individual computer units set out presumably for individual use.  What appears to be missing is the fact that ICTs should be a part of the teaching/learning process and should form part of any subject curriculum with the ultimate aim of improving learning.  This means that computers should not only be restricted to learning labs but should be a part of every classroom so that they may be accessed readily by learners whenever the need arises.

If schools have learning labs as the only means of accessing ICTs, then careful management of same should be emphasized. The design and layout must carefully be considered so that collaboration among learners could be fostered. The lab should also be easily accessible to learners whenever they need to do individual work.

Module 8 Activity 2 Learning in ICT enabled classrooms

Learning in the 21st century is supported by ICT enabled classrooms where students are continuously engaged and responsible for their own learning. I do believe that students learn better when they are involved in the learning and the presence of ICTs create such an environment. This suggests a student-centred environment where the teacher acts as a facilitator and /or guide in the learning process.

In the ICT enabled classroom, teachers and students are exposed to a wealth of information in various subject areas through the Internet and the World Wide Web. They do not have to rely on books and magazines from libraries or other sources which may be outdated or unavailable due to limited copies.  The students are also exposed to a number of media to source information. In addition, ICT facilitates access to resource persons and other professionals around the world.

While the pros for ICT enabled classroom are numerous, we must also bear in mind the high cost of hardware and software, maintenance cost as well as the need for training and support of teachers to use it for teaching and learning. Teachers will have to effectively plan for the incorporation of ICTs in their lessons.

Module 8 Activity 1 Classroom Management Principles

As a practitioner for quite a number of years, I have come to realize that effective management of any classroom requires putting measures in place to reduce or prevent disruptions from occuring rather than to use alot of time to try and quel the disruptions. This would involve employing certain measures in the classroom that would focus the students' attention on the tasks at hand rather than to have time on their hands for disruptive behaviour. I believe in having an orderly classroom and I enforce this by setting rules and ensuring that they are understood and adhered to. Another measure that I practise is that of ensuring that I have all students attention before commencing a task. This gets them ready and focused for the task at hand. This is quite an effective measure for my classroom since I do not have to wait for the students to focus. As soon as I step into the classroom, the students become attentive. Another good practice is that of calling students by name to answer questions.  In this way, they will not know when they will be called to respond to a question and as a result will have to keep abreast of what is happening in the classroom.

Module 9 Activity 10 Partnership Letter

As a leader in any institution, it is important that links are formed to make the mission of carrying out the vision a reality. In the context of the school and its desire to be a 21st century institution, alliances need to be formed with corporate society who will assist the school in realizing its dreams. The prospective partner will need to see the benefit of the partnership in helping the youth in their cognitive and social development.

Module 9 Activity 9

It is critical that a school that is trying to integrate ICT into its operation gets the support of its stakeholders. While it is clear that 21^st Century teaching and learning is the order of the day if learning is to be effective, teachers and students must also see the relevance of the technology and must be willing to use it. It is therefore important that the school creates an ICT vision that is shared by all concerned so that every aspect of the school’s operation reflects it.  Ubiquitous learning will take place with ICTs as the main thrust.

To realize a shared vision, stakeholders must first see the need for ICT integration and assist in charting the way forward for the implementation. It is important that all stakeholders ‘buy in’ to the project.

Module 9 Activity 8 Learning Area Vision

ICT Vision

ICT will be used effectively to enhance teaching and learning in all areas of the curriculum, to support collaborative and co-operative learning, to develop higher order thinking skills, to assess learning and to help all students realise their educational and social potential.

Each subject area will use specific skills for ICT integration into the curriculum.

How will the ICT vision be realized?

In order for the ICT vision to be realized, it is important that it fits seamlessly  into the existing curricula, involving all teachers and students and present enough opportunities for practice.

—  Natural Fit:  Ensure that there is a natural fit of ICTs into existing curricula in the school and plan for its use.

—  Pacing student involvement: The school should plan to implement the baseline ICT Standards to all the students in school concurrently or start with some groups of students first before extending to the rest of the school.

—  Opportunities for Practice: The school should look into integration of the baseline ICT Standards into both formal and informal school programmes. Integration will take place in various subjects, project-based work and community involvement programmes to increase the frequency students have to practise the skills.

—  Readiness of Teachers and Students: Integration of the baseline ICT Skills can be achieved through the use of different types of ICT tools.  My school can start with tools that teachers and students are more comfortable with first before moving on to other less familiar tools

Learning Areas

Mathematics

ICTs will permeate every facet of the Mathematics curriculum. Teachers should select or create mathematical tasks that take advantage of what ICT can do efficiently  such as graphing, producing dynamic images, computing and providing access to data. Useful tools include graphic calculators, interactive whiteboards and other audiovisual aids, together with a range of software packages. The internet and the world wide web can also be used to design effective learning tasks, such as simulating problem-solving situations that are difficult to create without technology .

Science

To provide a useful set of ICTs and other tech tools for Science Teachers to utilise in their classrooms.

•       ICT widens the range of material that can be used in teaching and learning to include text, still and moving images and sound, and increases the variety of ways that the material can be used for whole class and individual learning.

•       The multi-media resources available enable visualisation and manipulation of complex models, three dimensional images and movement to enhance understanding of scientific ideas

•       Use of the World Wide Web to source information from the following sources:

v  Wikis

v  ICT Tutorial networks

v  Science e-journals and bulletins

v  Science educational blogs

•       Smart Boards

•       Virtual Fieldtrips

English

Purposeful and appropriate application of ICT in English can provide students with opportunities to use their ICT capability to assist and progress their learning in English

•       Use of the World Wide Web to build language skills.

Ø  www.mapskip.com  for the students to find a location on the map, write about it and upload pictures and voice recordings.

Ø  www.mind42.com  This mind mapping allows students  to create a cluster diagram for writing ideas as well as provides a visual avenue for demonstrating the functions of parts of speech.

Ø  www.pbwiki.com  This provides an avenue for students to work collaboratively on any wiki assignment.  Movies, pictures and documents can be uploaded.

Home Economics

•       Theory  will be supplemented with practice and ‘how to’ videos on YouTube and other teaching sites.

•       Research will be done using the World Wide Web by teachers and students.

•       Students will be given tasks that require the use of ICTs, for example, create videos on how to complete practical tasks.

•       Students will use ICTs to make presentations

•       Lessons will be planned and taught incorporating the use of ICTs.

Comparison of Traditional Teaching with ICT Integrated Teaching

Traditional Teaching

ICT Integrated Teaching

•       Use of chalk and talk •       Research involved encyclopedias and other texts in the library. •       Interaction, if any, was mainly between the teacher and the students. •       Learning takes place in the classroom with specific time frames (rigid time frames). •       Students can only access work at school.

•       Use of interactive white board •       Develop or conduct research in order to increase their horizons. •       Increasing levels of interaction between student and teacher learning (enhance interactivity). •       Allows the interaction of learning from anywhere and at any time (time and place flexibility). •       Flexible in terms of time, where students can learn according to the time owned

Module 9 Activity 7 Role of the Leader

The role of the leader of  a school is of paramount importance in ensuring that the ICT vision of the school is realized.  This will mean ensuring that all staff members are on board with the vision and will work towards it.

The article ‘Why Vision Matters’ speaks to the need to articulate a vision and combine this with sound values or principles to effectively run an institution.  A profound statement for me is the one which states that ‘the absence of a vision will doom any strategy -- especially a strategy for change’ which suggests that an institution that has no idea where it wants to go, will never get there if there is no vision.

 

Equally important is the need for staff to be aware of the vision and the principles upon which the company operates.  To equate this with a school, the teachers will know what they need to know in making the school achieve its goals. A disciplined approach to vision and values will help teachers understand what's important for the school in which they work. It tells them not just what, but also how and why they are expected to deliver. If all teachers at a school share in the ICT vision of a school, they will be more inclined to do all in their power to ensure that the schools goals are achieved.

At my school, the principal has a vision for ICT integration and teachers are working towards this vision. It will require some work since there will be need for training/professional development and availability and adequacy of resources.

In the article ‘The art of Chaordic Leadership’, the leader/manager must first be able to manage himself: his integrity, character, ethics, knowledge, wisdom, temperament, words and acts. Once this is done, the leader can then manage the staff so that the vision may be realized. Without their respect and confidence, little or nothing can be accomplished at the school. The school leader must be cognizant of the fact that he cannot bring about change on his own; he must have the backing of the staff to realize an ICT integration vision.