ict centered teaching & learning
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ICT- centered Teaching Learning
Presented byDr. B. Victor
St. Xavier’s CollegePalayamkottai.
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Teacher centered PhilosophyTeacher centered Philosophy Learner centered PhilosophyLearner centered Philosophy ICT centered PhilosophyICT centered Philosophy ICT Skills and competenciesICT Skills and competencies ICT Tools and Digital ICT Tools and Digital
TechniquesTechniques Computers in EducationComputers in Education Web based teaching/ Web based teaching/
learninglearning Exploratory learning Exploratory learning Visual representationsVisual representations End NoteEnd Note
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““The quality of education is The quality of education is not to be measured by its not to be measured by its
length and breadth but only length and breadth but only by its depth”by its depth”
-Vinoba Bhave
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For many years, teachers taught and students were responsible for learning the material.
It was the student’s responsibility to acquire the knowledge for success.
The primary concern of the teacher was to impart the knowledge.
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Student learning is the primary goal of the teacher as opposed to teaching.
The teacher must motivate the students to learn, participate, critically think and successfully perform in tests.
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Student- centered Flexible Learning
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Learning is a process in which four Learning is a process in which four components interactcomponents interact: :
(1) the teacher,(1) the teacher,
(2) the student, (2) the student,
(3) curriculum content and goals, (3) curriculum content and goals, (4) instructional materials and (4) instructional materials and infrastructureinfrastructure
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MaterialsMaterials
TeachersTeachers LearnersLearners
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Learning by ObjectivesLearning by Objectives Learning through Learning through
ExperienceExperience Learning by ExampleLearning by Example Learning by DiscoveryLearning by Discovery Learning to learnLearning to learn
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ICT in education is a much needed vehicle of achieving the modern philosophy of education whereby a student can decide on: WHATWHAT he learns he learns WHENWHEN he learns he learns WHEREWHERE he learns, and he learns, and HOWHOW he learns he learns
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““Technology will not have a Technology will not have a significant impact on student significant impact on student learning until teachers change learning until teachers change the way they teach.”the way they teach.”
Larry Cuban, 1986
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Technology is continuously changing. It is an ongoing process. It demands continual learning. Change is not always easy. The initial human reaction to change is resistance. Resistance makes for slow change.
Change is inevitable. Change led to progress. The acceptance of change is a major requirement for technology integration.
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Technology is revolutionizing the way we think, work, and play. Technology enables teachers to provide multiple representations of content (images, graphs, diagrams, tables) and multiple options for expression ( multimedia, power point). Computer technology changes traditional classroom instructional techniques. Computers enable students to process the information via multiple intelligences.
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Technology integration helps to achieve 21st Century Skills in students . They are: Personal and social responsibility. Planning, critical thinking, reasoning, and creativity. Strong communication skills, both for interpersonal and presentation needs.Visualizing and decision-making. Knowing how and when to use technology and choosing the most appropriate tool for the task.
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Technology helps change the student/teacher roles and relationships.
Technology cannot teach; only teachers can teach.
Technology can enhance the teaching- learning process.
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What is Technology integration?What is Technology integration?
Technology integration is the use of technology resources -- computers, Internet, e-mail, digital cameras, CD-ROMs, software applications, electronic publications, etc. -- in daily classroom practices, and in the management of a College.
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How to use Information How to use Information technologies effectively ?technologies effectively ?
Using computer-based services to search for and find relevant information in a range of contexts.
using a variety of media to retrieve information.
Decoding information in variety of forms- written, statistical and graphic.
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Information literacyInformation literacy Using computer based services
to write, analyze, present and communicate information;
Using information technologies to create, to share and to store knowledge.
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The literature generally describes 3 The literature generally describes 3 major instructional use of major instructional use of computer based technologies: computer based technologies:
1.1. Learning from the Learning from the TechnologyTechnology
2.2. Learning about the Learning about the TechnologyTechnology
3.3. Learning with the Learning with the Technology.Technology.
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According to Mr. Kofi Annan, Secretary-General of the United Nations, Information and Communication Technology has transformed education.
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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 environment.
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Food for thoughtFood for thought
“ “ Any technology which Any technology which increase the rate of increase the rate of learning would enable the learning would enable the teacher to teach less and teacher to teach less and the learner to learn morethe learner to learn more””
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Information and Information and Communication technologyCommunication technology
Information technology (IT) is defined Information technology (IT) is defined as as the study or use of electronic the study or use of electronic equipments, especially computers for equipments, especially computers for storing, analysing and sending out storing, analysing and sending out information.information.
Communication technology is Communication technology is the the process of sending, receiving and process of sending, receiving and exchanging information.exchanging information.
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ICT is a generic term referring to ICT is a generic term referring to technologies, which are being technologies, which are being used for collecting, storing, used for collecting, storing, editing and passing on editing and passing on information in various forms information in various forms (SER,1997)(SER,1997)
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Factory model of education
Broadcast model of education
Paradigm shift
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TEACHER-CENTERED LEARNING
ICT
LEARNER-CENTERED LEARNING
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ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
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EFFICIENCY:EFFICIENCY: FASTER CHEAPER FEWER STEPS LESS PEOPLE LESS PAPER
WORK
EFFECTIVENESS:EFFECTIVENESS:MOST INTERACTIVE•FEWER ERRORS•CUSTOMIZED•PERSONALIZED•ARCHIVABLE•TRANSPARENT•SEARCHABLE
INNOVATIONINNOVATION•NEW PRODUCTS
•NEW TECHNIQUES
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1.Entry Phase1.Entry Phase
Teachers use traditional print-based media.
Learning activities center around seat-based work.
Teachers are most concerned about the basic operation of computers.
“I just don’t have time!”
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2.Adoption Phase2.Adoption Phase
Classroom instruction still depends heavily upon chalkboards, textbooks,
Teachers use word processors for writing activities.
Teachers use educational software, including rudimentary drill-and-practice software to develop low-level skills.
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3.Adaptation Phase3.Adaptation Phase
Students use word processors, databases, some graphics applications, and many computer-assisted instruction packages.
With the support of technology, student productivity increases
Students’ basic computer skills improve. Students are allowed to progress at
their own paces.
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4.Appropriation Phase4.Appropriation Phase
Teachers and students demonstrate highly developed skills with technology.
Teachers are comfortable with technology
Teachers develop new instructional strategies.
Emphasis shifts to collaborative learning. Students move toward collaborative work
patterns.
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5.Invention Phase5.Invention Phase Teachers facilitate the
construction of student knowledge
Classrooms promote social interaction, encouraging students to share their own knowledge and experiences.
Teachers implement a curriculum integrated with technology.
Teachers employ a variety of student assessment activities,
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the educators should acquire:the educators should acquire: 1.ICT Operations and Concepts – teachers
demonstrate a sound understanding of ICT operations and concepts.
2.Planning and Designing Learning Environments and Experiences – teachers plan and design effective learning environments supported by ICT.
3. Teaching, Learning and the Curriculum – teachers implement curriculum plans that include methods and strategies for applying ICT.
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The skills and competenciesThe skills and competencies 4.Assessment and Evaluation – teachers
apply ICT to facilitate a variety of effective assessment.
5.Productivity and Professional Practice – teachers use ICT to enhance their productivity and professional practices
6.Social, Ethical, Legal and Human Issues – teachers understand the social, ethical, legal, and human issues surrounding the use of ICT in College.
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Initial: This level indicates that the educator has a level of awareness of the potential uses of ICT.
This is the stage when the educator first begins to experiment ICT in the classroom at a basic level for discrete lessons.
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Developing: This level indicates that the educator is increasingly aware of using ICT to enhance student learning.
The educator now incorporates ICT into the classroom on a daily basis.
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Proficient: This level indicates that the educator is a leader in the use of ICT.
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Instructional computing consists Instructional computing consists of IT tools, methods and of IT tools, methods and services.services.
It allows faculty to improve their It allows faculty to improve their teaching.teaching.
It provide an enhancing learning It provide an enhancing learning environment for students.environment for students.
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1.Improved /expanded faculty- student communications-e.g e-mail, on-line chatrooms, virtual class hours.
2.Improved instructional logistics and communications-e.g. e-syllbus, on-line submission of assignment, on-line testing
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3.Expanded and improved classrooms and laboratory instructional methods- e.g. simulations ,visualization applications.
4.Use of alternate learning delivery mechanisms- e.g. satellite, video, cable, internet
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5.Faculty IT access to electronic material-e.g. digital library, multimedia
6.The IT infrastructure needed to support the above uses-e.g. www, file servers, news servers, courseware acquisition and distribution.
Wired classrooms with audio/visual equipment and computer projection and instructional laboratories.
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Attributes of Computer based Attributes of Computer based technologytechnology
1.1. Multi-sensory deliveryMulti-sensory delivery: : Text, graphics, animation, sound and video.
2.2. Active learningActive learning: : enhanced learner interest..3.3. Co-operative learningCo-operative learning: : positive group/social
interaction.4.4. Communication SkillsCommunication Skills: : one-to-one, one-to-
many, many-to-many.5.5. Multicultural educationMulticultural education: : link students from
across the country/around the world.6.6. MotivationMotivation: : greater learner engagement
(time).
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Computer technology-based Computer technology-based learninglearning
Prior to working with computers, students can discuss concepts in the lesson and plan - what they are going to do. While using computers, students can discuss - either orally or via computer - what they are working on.During a pause in computer use, students can analyze - what they have learned and done, share information with others, and plan their next steps. After using computers, students can again analyze and share - what they have learned and done, as well as what they need to do next.
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ICT poses new challenges ICT poses new challenges to Educatorsto Educators
The teachers have to learn how to use the variety of ICT applications;
The teachers have to use, adapt and design ICT-enhanced curricula;
They have to expand the content area of knowledge;
They have to take new roles; and They have to respond to individual
students
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Learning FacilitatorLearning Facilitator CollaboratorCollaborator TrainerTrainer AdvisorAdvisor Knowledge ManagerKnowledge Manager Curriculum designerCurriculum designer Instructional Instructional
designerdesigner Team CoordinatorTeam Coordinator Co-learnerCo-learner Assessment Assessment
SpecialistSpecialist
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Traditional mediumTraditional medium LecturesLectures booksbooks
ICT mediumICT medium Computers Computers MultimediaMultimedia InternetInternet LecturesLectures BooksBooks
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ICT does not automatically add quality to teaching and learning.
ICT application in education can accelerate and improve learning on a number of fronts from basic skills, problem solving, information management, establishing life-long learning habits and concepts development.
It can also provide the means of gathering, connecting and analysing data about teaching and learning.
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Multimedia PC, Laptop, Notebook. CDs& DVDs. digital video, still camera. Internet and its tools- e-mail ,browsers,
website, search engines, chat etc. Computer aided instruction& computer
mediated conferencing, video/audio conferencing.
Digital libraries , e-books& electronic publications.
Interactive TVs. Microsoft publishing -news letter, poster,
brochure.
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Creativity Creativity Flexibility Flexibility Logistic skillsLogistic skills
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Advantages of ICTAdvantages of ICT
resource sharing; wide variety of services; flexibility; reliability; faster speed; cheaper cost.
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Word processingWord processing -documents, notes, projects, assignments
Spread sheet programmingSpread sheet programming -records, exam scores
Data basesData bases -information storage Graphing softwareGraphing software -to prepare teaching-
learning resources Developing Multimedia kitsDeveloping Multimedia kits -to make
process interesting Using internet and e-mail facilitiesUsing internet and e-mail facilities -to
gain knowledge Games and simulationsGames and simulations -to improve quality
of learning
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Helps to provide interactive learning experiences
Students are stimulated and motivated by the technology
Students have comfortable learning . Visualization aids in the understanding of
difficult concepts and processes Caters to different learning styles Helps students to gain valuable computer
skills. Aids in collaboration and group work.
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Transforms teaching and helps teachers to be more efficient and effective.
Aids in the organization and the structure of the course and the course materials.
Provides innovative ways to help students learn basic concepts and skills .
Aids in the provision of interesting and creative presentations of content.
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Facilitate collaboration and communication. Aid in the visualization of difficult concepts Promote creativity. Enable ease in revision and updating of course content. Provide flexibility and variety in learning. Provide a multimedia presence in the classroom.
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CComputer is a creativity machine,omputer is a creativity machine, Computer is a information processing Computer is a information processing
tool,tool, Computer is a teaching aid.Computer is a teaching aid.
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Computer technologyComputer technology1. Computers provide an opportunity to 1. Computers provide an opportunity to
enhance the way students think about, enhance the way students think about, manage, process and use information.manage, process and use information.
2.The use of computers helps us see 2.The use of computers helps us see patterns and relationships in the data that patterns and relationships in the data that we collect and work with.we collect and work with.
3.Students can learn the material at their 3.Students can learn the material at their own time and pace.own time and pace.
4.Computer based learning appeals to a 4.Computer based learning appeals to a variety of cognitive strengths and learning variety of cognitive strengths and learning styles.styles.
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Computer-mediated Computer-mediated instructional (CMI) materialsinstructional (CMI) materials
Learner centeredLearner centered Knowledge centeredKnowledge centered Assessment centeredAssessment centered Society centered Society centered
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CBI provides consistency of content CBI provides consistency of content delivery.delivery.
CBI provides for diverse learning needs.CBI provides for diverse learning needs. CBI offers learner flexibility in controlling CBI offers learner flexibility in controlling
and pacing learning.and pacing learning. CBI provides motivation and promotes CBI provides motivation and promotes
interactivity.interactivity. CBI provides greater retention and CBI provides greater retention and
reduces the instructional time.reduces the instructional time.
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CBI provides means of tracking CBI provides means of tracking learners’ progress.learners’ progress.
CBI allows standardized testing.CBI allows standardized testing. CBI provides opportunities for CBI provides opportunities for
practice through simulation.practice through simulation. CBI more readily provides training to CBI more readily provides training to
remote locations and eliminates cost remote locations and eliminates cost associated with travel.associated with travel.
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A system that allows access to A system that allows access to information sites all over the world.information sites all over the world.
Information is presented in text, audio Information is presented in text, audio and video files.and video files.
Resources such asResources such as lecture notes, readings, tutorials and assignments can can be delivered to, and received from, be delivered to, and received from, students both on and off campus. students both on and off campus.
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Web assisted classroom instructionWeb assisted classroom instruction -the teacher teaches the lesson with the help of the website. The interactions may be in the form of discussion ,questioning, demonstration and experiment.
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The learner searches website, The learner searches website, collects information and learns the collects information and learns the lesson. lesson.
Web is a viable tool to help students Web is a viable tool to help students gain education without being on gain education without being on campus.campus.
It allows greater autonomy of It allows greater autonomy of learning.learning.
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the Internet consists of a vast collection the Internet consists of a vast collection of independent computers linked by of independent computers linked by national and international tele-national and international tele-communication networks.communication networks.
Each Internet site contains information Each Internet site contains information ((text, images, audio, video, links etctext, images, audio, video, links etc.) .) which are accessible to the individual which are accessible to the individual working from their home computer. working from their home computer.
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Internet sites are increasing in number, sophistication and content.
These changes have arisen due to commercial adoption of the Internet.
Internet provides information in text, graphics, text, graphics, audio and videoaudio and video. .
New programming allows a greater degree of interactivity through real time audiovisual transfers and chat.
Coloured and animated graphicsColoured and animated graphics are of much greater educational value than photocopied images
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Online learning tasksOnline learning tasks
One - alone: Online data bases, e-journals, digital libraries.
One – to - one: Collaborative assignments’ interviews.
One – to - many: Online lectures, symposiums.
Many - to - many: Discussion groups, debates, games, simulations,
case studies, brain storming, project groups.
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Hypertext consist of a complex Hypertext consist of a complex webs of interrelated webs of interrelated ideas/documents.ideas/documents.
The linking of information together The linking of information together by highlighted key words that have by highlighted key words that have been marked up creating paths been marked up creating paths through related material from through related material from different sources. different sources.
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An approach to information An approach to information storage and retrieval that storage and retrieval that provides multiple linkages among provides multiple linkages among elements .elements .
It allows the learner to navigate It allows the learner to navigate easily from one piece of easily from one piece of information to another.information to another.
It is the storage and retrieval of It is the storage and retrieval of text, images audio and video files. text, images audio and video files.
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A connection among A connection among documents in a documents in a hypermedia or hypertext hypermedia or hypertext format.format.
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It provides a platform for It provides a platform for incorporating a variety of incorporating a variety of different kinds of multi-different kinds of multi-media file types:media file types: images, images, video, audio and video, audio and animations.animations. It is neat and clean and it It is neat and clean and it allows for portability of allows for portability of materials.materials.It is easy for professors to It is easy for professors to update, saving them time update, saving them time and energy. and energy.
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Scanning media.Scanning media. Talking to experts.Talking to experts. Recording Recording
information.information. Writing/ producing Writing/ producing
compositions.compositions. Engaging research.Engaging research.
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Students who use multimedia tools are Students who use multimedia tools are active learners. active learners.
Students reflect these kind of tasks Students reflect these kind of tasks throughout their life. throughout their life.
Students work collaboratively, not Students work collaboratively, not only with only with each other, but with each other, but with researchers and researchers and teachers.teachers.
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A typical system consists of a combination of a compact disc, computer and video technology.
The interactive video refers broadly to software that responds to certain choices and commands by the user.
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Videodisc systems store video Videodisc systems store video pictures, still pictures, and sound on pictures, still pictures, and sound on discs that users can control with a discs that users can control with a videodisc player. videodisc player.
These systems can provide the These systems can provide the interactive capabilities of computers interactive capabilities of computers and the motion-picture capabilities of and the motion-picture capabilities of videos. videos.
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Video Conferencing is a medium Video Conferencing is a medium where individuals or groups can meet where individuals or groups can meet face-to-face in real time to interact face-to-face in real time to interact and exchange ideas.and exchange ideas.
Video conferencing began in the mid Video conferencing began in the mid 1980's as compressed video.1980's as compressed video.
Since it was introduced, Since it was introduced, communication technologies have communication technologies have improved exponentially. improved exponentially.
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A computer simulation attempts to A computer simulation attempts to reproducereproduce real-life situationsreal-life situations
Simulations feature a combination of Simulations feature a combination of text and graphics ,using dialogue and text and graphics ,using dialogue and inquiry to guide the student through a inquiry to guide the student through a situation. situation.
Simulations also can bring aboutSimulations also can bring about higher-order higher-order synthesis and analysis synthesis and analysis skillsskills..
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Tutorials are one of the most common Tutorials are one of the most common types of computer-assisted instruction.types of computer-assisted instruction.Tutorials are “page-turners” similar to Tutorials are “page-turners” similar to textbooks, interspersed with textbooks, interspersed with predetermined questions and responses.predetermined questions and responses.The one-to-one tutoring and feedback The one-to-one tutoring and feedback provided by a tutorial can make it an provided by a tutorial can make it an excellent tool for improving student excellent tool for improving student knowledge (cognitive domain).knowledge (cognitive domain).
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Drill-and-practice programs work well Drill-and-practice programs work well in increasing student knowledge in increasing student knowledge through repetition, usually through through repetition, usually through cuescues
Students can take as much time as Students can take as much time as they need or repeat sections, helping they need or repeat sections, helping to individualize instructionto individualize instruction
Drill-and-practice programs provide Drill-and-practice programs provide automatic feedback to learners.automatic feedback to learners.
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ICT allow students to direct ICT allow students to direct their own learning. their own learning. the student learns facts, the student learns facts, concepts, and procedures concepts, and procedures through the process of through the process of discovery, or guided discovery. discovery, or guided discovery.
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ICT ICT in Discovery Learningin Discovery Learning
1.Computer-based information retrieval 1.Computer-based information retrieval systemssystems (e.g., electronic databases),(e.g., electronic databases),
2.2.Micro-worldsMicro-worlds (microcomputer-based labs (microcomputer-based labs and simulations. and simulations. Simulations are Simulations are
available available for biology, genetics, for biology, genetics, geology, chemistry, geology, chemistry, physics, physics, environment, social studies, environment, social studies, economics, and mathematics-economics, and mathematics-), ), andand
3.Interactive video3.Interactive video
It allows control of sound, animation, It allows control of sound, animation, text, text, graphics, and full-motion videographics, and full-motion video ..
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A digital library is a collection of A digital library is a collection of textual, numeric, graphic, audio and textual, numeric, graphic, audio and video data stored in digital form, video data stored in digital form, indexed and logically linked for ease indexed and logically linked for ease of retrieval. of retrieval.
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Textual dataTextual data Numeric dataNumeric data Graphics dataGraphics data PhotographsPhotographs Audio dataAudio data Video dataVideo data
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Unique features of digital Unique features of digital librarylibrary
Safe storage and multiple access of Safe storage and multiple access of materialmaterial
Ability to process numerical data Ability to process numerical data published in the literaturepublished in the literature
Ability to store variety of dataAbility to store variety of data Access information from anywhere in Access information from anywhere in
the worldthe world Ease of search and retrievalEase of search and retrieval
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E-learning allows for different learning E-learning allows for different learning experiences through:experiences through:
On - line students groupOn - line students group: allowing : allowing students to interact with each otherstudents to interact with each other
On - line lecturingOn - line lecturing: allowing faculty to : allowing faculty to interact with studentsinteract with students
On - line counselingOn - line counseling: helps students in : helps students in decision- makingdecision- making
On - line libraries and resource centerOn - line libraries and resource center: : providing text, documents, articles for providing text, documents, articles for reference.reference.
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E-mail enables students and faculty to communicate with each other and with people all over the world.
Students send questions to the instructor and instructor can transmit the answer instantaneously to all students.
Faculty can hold “ electronic office hours” so that students can ask questions and receive answers almost immediately.
Faculty can create “electronic suggestion foxes” where students can post their comments about the course.
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Structured face-to-face telephone interviewing where computer is used to prompt the interviewee and record the answer in a format convenient for further processing.
It saves time and the need to travel. It opens up possibilities for interviewing
research subjects from different parts of the world.
It provides a limited register for communication.
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Technology-enhanced Technology-enhanced pedagogical practicespedagogical practices
Promote active and autonomous learning in students;
Provide students with competencies and technological skills that allow them to search for, organize, and analyze information, and communicate their ideas in a variety of media forms;
Enable teachers, students, and their parents to communicate and share information on-line;
Engage students in collaborative, project-based learning in which students work with classmates on complex, real-world-like problems or projects;
Provide students with individualized or differentiated instruction, to meet the needs of students with different achievement levels, interests, or learning styles;
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Computers and RelatedTechnology in Education
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Applications of graphics
Rieber (1994) proposed five applications of graphics that relate to learning outcomes and events of instruction; these include:
cosmetic – graphics serve only as decoration motivation – graphics serve to arouse
curiosity attention-gaining – graphics serve to focus
the learner’s attention on the instruction presentation – graphics serve to "demonstrate
or elaborate a lesson concept" (p.50) practice – graphics serve to provide visual
feedback
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A dual coding theory of learning from visual and verbal materials. (Mayer,
1993)
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Framework of Mayer (1993)Framework of Mayer (1993) This framework postulates the formation of
three types of mental "connections": 1) visual material is used to mentally
form a internal visual representation; 2) verbal material is used to form a
verbal representation, thus forming a verbal representational connection;
3) the learner builds referential connections between the visual representation and verbal representation.
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SIMPLE GRAPHICS- 1SIMPLE GRAPHICS- 1
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SIMPLE GRAPHICS-2SIMPLE GRAPHICS-2
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SIMPLE GRAPHICS-3SIMPLE GRAPHICS-3
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VISUAL TOOLSVISUAL TOOLS
1.1. To clarify your pointTo clarify your point
2.2. To emphasize your To emphasize your pointpoint
3.3. To simplify your pointTo simplify your point
4.4. To unify your pointTo unify your point
5.5. To impress your learnerTo impress your learner
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Dart, B & Boulton-Lewis, G (eds) (1998) Teaching and Learning in Higher Education. Melbourne, Australian Council for Educational Research.
Gibbs G & Habeshaw T (1995) 253 Ideas for your Teaching. Bristol, Technical and Education Services.
Laurillard, D (1993) Rethinking University Teaching: A Framework for the Effective Use
of Educational Technology. London, Routledge. Weimer, M. (1990). Improving college teaching:
Strategies for developing instructional effectiveness. San Francisco: Jossey-Bass.
Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997). Teaching with Technology: Creating Student-centered Classrooms. New York, Teachers College Press.
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““If we understand the If we understand the human mind, we begin to human mind, we begin to
understand what we can do understand what we can do with educational with educational
Technology”Technology”
--Herbert A. Simon.Herbert A. Simon.
““If we understand the If we understand the human mind, we begin to human mind, we begin to
understand what we can do understand what we can do with educational with educational
Technology”Technology”
--Herbert A. Simon.Herbert A. Simon.
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About the presenterAbout the presenter Dr.B.Victor is a highly experienced postgraduate
biology teacher, recently retired from the reputed educational institution St. Xavier’ s College, Palayamkottai, India-627001.
He was the dean of sciences and assistant controller of examinations.
He has more than 32 years of teaching and research experience
He has taught a diversity of courses ranging from Send your comments to : pre- university to post graduate classes.
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