GH

ANA SH

S CON

NECTIVITY PRO

JECT 2012-2013

ICT for Mathematics, English and Integrated

Science Teachers in SHS

Course Overview

Three questions

• Where are we coming from?• What is this course about?• What will be our approach?

First Question

Where are we coming from?

The Knowledge Society Agenda

• Pervasiveness of ICTs: increasing pace of change

• New knowledge and new technologies resulting in creation of new products, services and jobs

• Education major pillar of and role in Knowledge Society/Economy

• Paradigm shifts required in education and training systems

• Focus on 21st century learning and skills; on holistic and coordinated approaches for future learning UNESCO, 2005; Le Baron, 2009

A Phased Approach to ICT Integration in Teacher Development

What is needed?…

Emerging

Ability to use ICT at a basic level

Applying

Ability to make general and specific uses of ICT

Infusing

Ability to make dynamic and complex use of ICT

Transforming

Ability to experiment and innovate with ICT

Ng, Miao & Lee (2008

UNESCO 2010

Breadth Depth

Role: Teachers, Technology Coordinators, Principals

Standards: UNESCO ICT- Competency Framework for Teachers

What is needed?…

Contextualized ICT Teacher Competencies for Teachers in Ghana November Workshop – 1st Iteration

Second Question

What is this course about?

Course Curriculum

Course curriculum based on 6 priority ICT teacher competencies• Policy• Curriculum & Planning• Pedagogy• ICT• Organization & Management• Professional Development

Course Curriculum - PolicyKey Curriculum Areas

Emerging Technology Literacy

Knowledge Deepening

Policy & Vision Policy awareness

Teachers identify and discuss local, national and global policies for technology integration in education and development

Policy in classroom practice

Teachers identify key characteristics of classroom practices and specify how these characteristics serve to implement policies (TL.1.a)

Policy in curriculum planning

Teachers collaborate with others to plan and implement new and more effective approaches to integrate new ICT across all subject areas.

Course Curriculum - CurriculumKey Curriculum Areas Emerging Technology Literacy Knowledge Deepening

Curriculum & Assessment

Planning ICT in the curriculum

Teachers explain how existing curriculum objectives and assessment procedures can include the use of technology to support student learning and outcomes.

Planning ICT in the curriculum

Teachers match specific curriculum standards to particular software packages and computer applications and describe how these standards are supported by these applications (TL.2a)

Planning ICT in the curriculum

Teachers design units and classroom activities that integrate in a structured way a range of ICT tools and devices to support student learning.

Course Curriculum - PedagogyKey Curriculum Areas Emerging Technology Literacy Knowledge Deepening

Pedagogy Planning ICT to support learning

Teachers select and use hardware and software best suited to particular learning experiences and plan student learning experiences for appropriate use of these tools.

Planning ICT to support learning

Teachers describe how didactic and constructivist teaching with ICT can be used to support students’ acquisition of school subject matter Knowledge (TL.3.a) & incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge (TL.3.b).

Problem Based learning

Teachers design online materials that support students' deep understanding of key concepts and their application to real world problems. (KD.3.c.)

Course Curriculum - ICTKey Curriculum Areas

Emerging Technology Literacy Knowledge Deepening

ICT ICT Basic Skills-awareness:Teachers are familiar with the variety of ICT tools that can support teaching and learning; Teachers have ability to operate and handle ICT tools; Teachers demonstrate ability to use ICT tools and equipment for general use. Internet: Teachers explore and demonstrate the use of the internet for communication, search and retrieval of information.

Internet: Teachers describe the Internet and the World Wide Web, elaborate on their uses, and describe how a browser works and use of URL to access a website (TL. 4.e) & use a search engine (TL. 4. F). Productivity tools: Teachers describe and demonstrate the basic tasks and uses of word processors, such as text entry, editing text, formatting text and printing (TL.4.b), describe and demonstrate the purpose and basic features of presentation software and other digital resources (TL.4.c.) Authoring tools: Teachers describe the purpose and basic function of graphic software and use a graphic software package to create a simple graphic display. (TL.4.d)

Internet: Teachers evaluate the accuracy and usefulness of Web resources in support of problem- based learning with the subject area (KD.4.b).

 

Educational Software: Teachers locate software tools and Web resources for their accuracy and alignment with curriculum standards (TL.4.l), use ICT to communicate and collaborate with students, peers, parents, and the larger community in order to nurture student learning. (KD.4.e.)

Course Curriculum – Org & Management

Key Curriculum Areas Emerging Technology Literacy Knowledge Deepening

Organization & Management

Teacher Understanding

Teachers use technology tools and resources for research and lesson planning linked to classroom practice.

Teacher Understanding

Teachers integrate the use of a computer laboratory into on-going teaching activities. (TL.5. a)

Teacher Understanding

Teachers place and organizecomputers and other digital resources within the classroom so as to support and reinforce learning activities and social interactions. (KD.5.a)

Course Curriculum – Professional Development

Key Curriculum Areas

Emerging Technology Literacy Knowledge Deepening

Professional Development

Teacher awareness & participation

Teachers share ideas and resources with other teachers in the school on using ICT and related teaching and learning strategies to enhance student learning and the teaching profession.

Teacher awareness & participation

Teachers actively participate in online professional communities for teachers to discuss and share effective uses of technology resources in teaching and learning.

Teacher awareness & participation

Teachers use ICT to access outside experts and communities to support their classroom activities for developing learning strategies & lesson plans, their own professional development. (KD. 6.b)

Three Modules

Module 0 Emerging: ICT Basic Activities & Problem Based Learning

Module 1a Applying ICT: Policy & Practice for ICT use in MEIS Subjects

Module 1b Applying ICT: ICT & Didactic Teaching Models

Module 2aInfusing ICT: Problem Based Learning & 21st Century Skills Development

Module 2b Infusing ICT: Planning & Practice – ICT in MEIS Classrooms

3rd Question

What is Our Approach?

How to Approach ICT Integration in Teacher Development?

CONTENT

Knowledge of WHAT we teach in our

subject / learning area

TECHNOLOGY

Knowledge of technologies that support teaching and HOW to use

these

TECHNOLOGY

Knowledge of technologies that support teaching and HOW to use

these

PEDAGOGY

Knowledge of HOW we teach – teaching

methods

How to Approach ICT Integration in Teacher Development?

CONTENT

Knowledge of WHAT we teach in our subject / learning area

TECHNOLOGY

Knowledge of technologies that support teaching and HOW to use

these

PEDAGOGY

Knowledge of HOW we teach – teaching methods

ICT-MEISCourse

MEIS Case studies – ICT classroom

experience

Discussion & Reflection

•Lesson Review•E-Journal•Self-assessment

Group Interaction

•Technical Skills - Online tools & resources

•Application - Lesson plans & resources

Facilitation•Whole Group•Plenary•Computer lab

Resources (information briefs) and discussion (group templates)

Our Approach

Adapted: SchoolNet SA & Commonwealth of Learning (2012). Course Outline. Retrieved from: http://www.schoolnet.org.za/CoL/ACE/course/subject/activities/subj.act009.htm

Course Overview• Workshop-oriented • 3 modules for different levels of ICT

integration in MEIS• Activity-centred• Collaborative and supportive teacher subject

groups • Classroom practice focused – experiential

learning• Networking & Sharing Resources Platform

Course Modules• Resource manual

• Information briefs• Lesson Plan Examples• Diaries & Portfolios

• Classroom-focus• Unit & Lesson Plan Templates• Review, observation, reflection, self-assessment

• Monitoring & Evaluation• Online participant evaluation of training • Peer – Review & Observation of classroom practice• Portfolios – teachers lesson plans, resources and students worksheets

etc. • Student – attitudes & reaction – ICT use in MEIS

Actions & Interactions

• Diary Reflection• Plenary discussion• Group sharing & tasks

• Review of lesson• Brainstorming• Group discussion• Collaborative planning in subject teams• Developing & sharing lessons & resources

• Portfolios – Lesson plans & resources (800+)

Monitoring & EvaluationM&E Level M&E ToolsFirst level focus on the teacher reaction to workshops...

Workshop evaluation tool is an online survey monkey to gather information on teachers’ initial satisfaction with the workshop experiences.

Second level focus on quality of teacher learning in the workshop process

Samples of teacher online self-assessment and e-diary/ e-portfolio artifact tools programmes in their professional practice

Third level focus on school organization support, accommodation, facilitation and recognition of the ICT in MEIS

A school visit protocol which is an interview protocol for school administrators (School Heads and Heads of Department)

Fourth level focus on how teachers are applying the knowledge and skills that they are acquiring in workshop

TPACK classroom observation protocol is a tool to assess teacher application of their TPACK in classroom practice.

Fifth level focus on learning & attitude of students

- student survey tool is a questionnaire to assess the project influence on student learning and attitudes towards technology use in SME classes.

Looking back

Questions or observations or general comments on course overview?

THANK YOU