Integrating ICTs Into The Curriculum

2y ago
26 Views
2 Downloads
1.14 MB
122 Pages
Last View : 22d ago
Last Download : 2m ago
Upload by : Madison Stoltz
Transcription

Integrating ICTs into the Curriculum:Analytical Catalogue of Key Publications

Integrating ICTs into the Curriculum: Analytical Catalogue of Key PublicationsBangkok: UNESCO Bangkok, 2005.110 pp. (ICT for Education Catalogue Series, Volume One)1. ICT. 2. Information technology. 3. Communication technology. 4. Integratedcurriculum. 5. Computer assisted instruction. (Series)371.334ISBN 92-9223-030-1 UNESCO 2005Published by theUNESCO Asia and Pacific Regional Bureau for Education920 Sukhumvit Rd., PrakanongBangkok 10110, ThailandPrinted in ThailandEditors: Caroline Haddad and Luisa RennieWriting/editing: Corin GoldingDesign and layout: Lowil fred EspadaSupervising Editor: Cédric WachholzThe designations employed and the presentation of material throughout the publicationdo not imply the expression of any opinion whatsoever on the part of UNESCOconcerning the legal status of any country, territory, city or area, its authorities, or itsfrontiers/boundaries.

TABLE OF CONTENTSPrefaceiIntroductioniiTrends and Recommendations iiiSectionsAcronyms123456General Principles and Strategies forIntegrating Technology in Educationand the Curriculumpage 1Integrating Technology into theClassroom and Developing LessonPlans that Integrate ICTspage 23Technology Integration into SpecificSubjectspage 47Requirements for and Barriers toEffective Technology Integrationpage 65Evaluating Effectiveness ofTechnology Integrationpage 79Successful Case Studies ofTechnology Integration in Schoolspage 93110

PREFACEAlthough many excellent materialsnow exist that detail the full range ofpotential uses of InformationCommunication Technologies(ICTs) in education, already overworked policy makers and othersoften lack the time it takes to surfthe Internet, or access libraries andother sources of information on theirown in search of ideas and materialsupport (usually in a secondlanguage). In the Asia-Pacific region,leaders, educational managers andteachers have the added challenge oftrying to enrich education withtechnologies that are often a recentintroduction to the country, or in manycases, are not yet present. This is oneof the main reasons why we set up theRegional Clearing House on ICTs inEducation for Asia and the PacificProject at UNESCO Bangkok. TheClearing House acts as anintermediary between this wealth ofinformation and the busy users namely, anyone involved in planning,organizing, or implementing an ICTvision, policy or project. Thisincludes high-level policy makers,educational managers and staffdevelopment teams; to curriculum andeducational content developers;teachers and non-formal educators;and educational researchers,evaluators and development workers.The Clearing House collects, analyses,filters, repackages and disseminatesinformation on ICTs in education in Asiaand the Pacific in a variety of formats, be itour Web-based portal, CD-ROMs orpublications. In this way, the Clearing Housepromotes digital inclusion by providing fast,free and equitable access to knowledge andinformation to support policy formulation,management and monitoring, teaching andlearning, community outreach, networking,and programme implementation.As part of this process, this publication is thefirst in a new Catalogue Series on topicalissues dealing with various aspects of ICTuse in education. The purpose is to share thebest of the wealth of materials available inour library collections, the Internet and othersources, and to alert readers to the contentsand where they can be accessed. The seriesnot only provides abstracts sythenesizing thecontent of each resource, but also excerptssubstantive and useful parts of the book orelectronic document. Each entry provides adistillation of the content in order to givereaders the essence of the informationwithout having to read the entire book, andincludes bibliographic details, abstracts,excerpts, and key-words for easyreferencing.This first issue deals with integrating ICTsinto schools. Many teachers have been usingICTs as productivity tools, but have neverreally authentically integrated thesetechnologies into subject teaching. There is aIntegrating ICTs into the Curriculum:Catalogue of Selected Titlesneed to learn from concepts, principles,strategies and experiences on what does, andwhat does not, make the integration of ICTswithin education successful. For this reason,this catalogue contains detailed principlesand strategies to help educators and othersuse ICTs in ways that can transform theirteaching practice, based on experts’experiences of what does, as well as whatdoes not, make for successful integration oftechnology in education. The strategies andguidelines also extend to schooladministrators, local educational leaders andgovernment stakeholders with case studiesdescribing educational policy reforms thathave explicit ICT components as well as togovernment bodies developing ICT-basedresources specifically for their nationalcurriculum. This issue shares the best printand Web publications we found, as well asCD-ROMs, dealing with: GeneralPrinciples and Strategies for IntegratingTechnology in Education and theCurriculum; Integrating Technology into theClassroom and Developing Lesson Plansthat Integrate ICTs; Technology Integrationinto Specific Subjects; Requirements for andBarriers to Effective Technology Integration;Evaluating Effectiveness of TechnologyIntegration; and Successful Case Studies ofTechnology Integration in Schools.Carmelita Villanuevaand Cédric Wachholzi

INTRODUCTIONThe Analytical Catalogue of KeyPublicationsThis catalogue contains a range ofresources, in the form of books, CDROMs, online publications, websites andarticles from e-journals, that aim toprovide teachers, senior school managers,curriculum developers and administratorswith guidelines and strategies forintegrating ICTs effectively into theteaching and learning process.The catalogue is divided into a number ofsections, each with a particular focus area,and the materials have been purposefullygathered from a range of sources toprovide as broad a perspective on thevarious issues as possible. For example,websites and publications fromgovernment agencies and departments ofeducation are featured, such as the BritishPreface, Introductionand AcronymsEducational Communications andTechnology Agency and the U.S.Department of Education, as areorganizations such as the InternationalSociety for Technology in Education,respected online educational journals andcase studies from regional and nationalprimary and secondary schools.Most of the resources included in thiscatalogue may be found online. For theprint publications and CD-ROMs, wehave included the publisher's details. Allresources may also be found inthe Information and KnowledgeManagement (IKM) library based atUNESCO Bangkok. Please contact IKM forfurther information: ikm@unescobkk.org.ii

TRENDS & RECOMMENDATIONSThe following gives a summary ofthe trends and recommendationsidentified by the various entries inthe catalogue.General principles andstrategiesThe planning stage is recognized asparticularly important for effectiveintroduction of ICTs into thecurriculum. In addition to needing toknow from the outset where theteachers and the students stand interms of ability and ICT skills,consider what your and your school’slearning goals are, and how thesewill be met. For example, whenpurchasing or developing materials,ask yourself questions such as thefollowing: Does the product meetnational and/or institutionalobjectives? Does the productcontribute to the aims and objectivesof the course? Is the content current,unbiased, and politically and sociallysensitive? Is the use of text andmedia appropriate for the needs andobjectives of the course? Can theproduct be used with locallyavailable resources?We see that in many cases, ICTbased lessons and materials arebeing developed in line with thenational curricula described by ministriesof education and local governments. Thereare case studies from Australia and theUK, for example, illustrating howeducational software and ICT-focusedlesson plans can be integrated intostandards-based lessons, becoming partand parcel of curricular reforms. Onearticle describes how, in the UK, thenational curriculum underwent a series ofreforms as educators went fromrecognising the value of technologyeducation, but lacked any means ofassessing student competency, to ICTsbecoming a discrete subject in its ownright, to its current status as a tool that isembedded across the curriculum used byteachers of all subjects. In this regard, theBritish Educational Communications andTechnology Agency (BECTA) has beeninvolved in developing and disseminatingguidelines and materials for theintegration of ICTs into subject teaching.In terms of the practical use of computers,one of the key issues is whether they arelocated in the classroom or in ICT suitesand laboratories. There are various articlesand studies highlighting the relative meritsof each location, depending on the contextof the class being taught. Generally, it isshown that while a computer lab may tendto offer greater technical support, and canensure that all students have access to acomputer when otherwise this may not beIntegrating ICTs into the Curriculum:Catalogue of Selected Titlespossible, teachers find it harder tointegrate the use of computers fully intotheir teaching practice. With computersstrategically organized in the classroom,the teacher often is able to set upindependent learning projects, whichallow them to play a more facilitating rolewith the students taking greaterresponsibility for their learning.Other articles describe the various kindsof activities available online: buzz groups,syndicates, WebQuests, collaborativeprojects, online debates, and treasurehunts, among others, which can easily beintegrated into classroom activities andinto the development of lesson plans. Ingeneral, there is consensus that the kindsof activity that best motivate and engagestudents incorporate collaborativelearning, are student-centred, offerchances for independent learning, and aremulti-disciplinary in their scope. Manyalso emphasize the fact that thecurriculum must define the kinds oftechnology used and ways it is applied tostudent learning, and not the other wayaround.The general principles and strategiesfound in this section often point to the factthat in many cases, teachers may havebeen trained in basic computer skills,often for administration purposes orperhaps simple presentations, but theyiii

need greater training in being able toconnect the potential of ICTs to thesubject they are teaching. For realintegration of ICTs into the teaching andlearning process, teachers must be helpedto understand how educational technologycan inform and enhance pedagogy and,thus, contribute to greater studentperformance. In this regard, many expertsemphasize continuous training as essentialto teacher development, and a slowapproach, expecting teachers to takeanywhere between three and five years tofully adapt to the new technologies andrelated pedagogies. Other educatorsconsider it important that teachers betrained on their own premises, and onactual hardware and software that they canaccess at school. Leadership, in the schooland at the local government level, is alsohighlighted as integral to staffdevelopment, and this in turn calls foropen dialogue between all stakeholders inthe schools system, including privateenterprises. Similarly, collaborationbetween local governments and privatesoftware developers is seen as veryeffective in ensuring educational softwareremains locally relevant and tied tospecific curricular objectives, both ofwhich are important for encouragingteachers to make use of available ICTresources.Integrating technology into thecurriculum and in the classroomICTs are transforming the curriculum in anumber of ways, and the kinds of learningactivities that promote higher-orderthinking skills, which make use of all sortsof software and online project-basedresources are, in turn, demanding thatteachers re-think traditional pedagogies.All of this is having a deep impact on ourunderstanding of the curriculum, in termsof what a curriculum is, who develops itand how, and in what ways ICTs can helpstudents develop more critical responsesto the information they access. It is notedthat in some cases, the curriculum designmay be the responsibility of individualschools, it may be left to localgovernments, or it may be developed bythe national ministries of education inorder to set standards for teachers andstudents, alike.The curriculum is becoming moredynamic and interactive as a result of themany kinds of ICT-based learningactivities, projects and softwareapplications being developed. Students arebeing encouraged to engage in moreindependent, collaborative activities, ableto work with pupils from schools in otherregions and countries on projects that cancover many curricula objectivessimultaneously. As such, curriculumTrends andRecommendationsdevelopers are led to consider thecurriculum from alternative perspectives –subjects do not necessarily need to be keptdiscrete, but ICTs can facilitate a crosscurricular, multi-disciplinary approach.Technology also enables teachers toapproach the curriculum from theperspective of Multiple Intelligences (MI),with multimedia applications stimulatingmany ways of learning that have beenignored by traditional educationalmethods. MIs are described by one authorin terms of each intelligence’s relation todifferent kinds of technology. Forexample, assistive technologies, joysticksand the mouse on a computer offer greatopportunities to explore the kinaestheticintelligence, while message boards anddiscussion forums tie in well withinterpersonal intelligence. There are alsostrategies for connecting various MIelements to national standards.Specifically, resources describe the manykinds of application, software andInternet-based activities that enhancelearning, and the key pedagogies neededto employ them effectively. Some of theseresources are for quick reference, offeringteachers ideas that they can then developon their own; others go into more detail,describing how different media can playimportant roles at various stages of alesson.iv

Examples include language arts classesthat use news stories on video and theradio in conjunction with the Internet todevelop higher-order research skills, whilestudents with different intelligences canuse recording equipment to help themprepare for writing exercises. Floor robotsin math classes, CD-ROMs for research inscience classes, and multimediaeducational software in foundationalsubjects are also suggested.Multimedia design projects arerecommended as another effective way todevelop students’ higher-order thinkingskills, while WebQuests are popularbecause they tend to focus the student onactually using information, not justacquiring it, and they must then analyse,synthesize and evaluate that information.The Internet is a popular tool in manysubject areas, and there are also useful tipsfor developing students’ skills in searchingfor and retrieving information online. It issuggested that students be taught genericresearch skills applicable to any subject,while electronic and hard copy resourcesshould be used in tandem, as students tendto stay on task better when they haveprepared search questions before sittingdown at a computer.Integrating technology intospecific subjectsStrategies described for integrating ICTsinto specific subjects suggest that you startby looking at the scope and sequence orcurriculum framework of the subject inquestion, and then identify specific subtopics and their objectives. The teacherneeds to decide whether those sub-topicsand objectives lend themselves easily tothe integration of ICTs, and whether thesetopics will benefit from the use of ICTs.The teacher must ask, what are thecontributions ICTs will make towardsenhancing student learning in this subject?Will ICTs offer the students the chance todevelop their understanding of the subjectin ways that would not be possible in anon-ICT-based class?These materials include a sample of specificlessons that use technology in a givensubject, such as language arts and modernforeign languages, as well as websites thatprovide detailed guidelines for using ICTs inall subject areas at both primary andsecondary levels. A common theme is howthe Internet can be used to make a givenclass instantly more engaging and relevant –for example, using news and weatherreports for modern language classes;accessing primary sources to better engagestudents in history lessons; or going tofamous sites such as NASA for excitingscience-based activities.Integrating ICTs into the Curriculum:Catalogue of Selected TitlesThere are tips for using SmartBoards,PowerPoint, and desktop publishing, aswell as pros and cons for using ICT suitesas opposed to class-based activities. Forexample, interactive whiteboards are seento help the teacher remain involved in theclass and better monitor studentparticipation; in art and design, digitalimage manipulation software encouragesstudent experimentation and allows lessconfident pupils to make moreprofessional looking work, that in turn,gives them confidence to look forfeedback. It is also suggested that softwarecan enhance music students’understanding of notation and musicalconcepts.The question of how to make the most of asingle-computer class is again addressedhere, in relation to specific subjects, andfour main possibilities emerge:establishing a co-operative group station,where different topics are assigned toindividual groups, each assigned aparticular time slot; using it as ademonstration station, at which theteacher instructs the whole classsimultaneously; assigning an independentresearch station; and using it as part of alearning centre, in which students arerotated around the class and use it for aparticular activity.The different stages of a given subjectclass are also analysed, in particular at thev

primary level, and the best time to useICTs is identified. Generally, in a one-hourprimary class, in English, math andscience, there is a 20-minute slot allocatedfor group work, which tends to lend itselfbest to technology-led activities. Inaddition, the final plenary session at theend is a good time to consolidate learningusing a computer for whole classinstruction.Requirements for and barriers toeffective ICT integrationOne of the main themes in this section is,unsurprisingly, teacher professionaldevelopment. Teachers who have beenfound to make effective use of ICTs tendto be those who demonstrate the followingcharacteristics: They set high targets fortheir students with clear descriptions ofthe objectives and how ICTs will helpthem achieve those goals; they use a rangeof technological and assessment tools;they promote an effective learningenvironment that extends beyond theclassroom to home-based study; and theyare well-trained in practical integration oftechnology into classroom activities andnot only basic computer functions.Other requirements include a supportiveinfrastructure; quality contents andmaterials; enabling policies and strategies(including legal and ethical guidelines foruse of ICTs); practice informed byevaluation and research; vision andleadership; student-centred approaches tolearning; and relevant assessment tools.Barriers tend to be divided into twogroups: external and internal. Externalbarriers include a lack of equipment,unreliability of hardware and inadequatetechnical support. Internal barriers oftencomprise school-level factors, such as lackof training (specifically in integratingtechnologies) and organizational culture,and teacher-level obstacles, includingconfidence and personal beliefs about thevalue of technology in their subject. Inaddition, obstacles also include problemsof language, notably where English maynot be widely spoken and, the range ofeducational software that can be used islimited, as well as a lack of educationalso

Integrating Technology in Education and the Curriculum page 1 Integrating Technology into the . substantive and useful parts of the book or electronic document. Each entry provides a . of the class being taught.

Related Documents:

May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)

Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .

On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.

̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions

Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have

Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được

development based on the efficient and effective use of ICTs. In Zambia, the use of ICTs has been integrated into the Tax Payment System, Banking, E-governance and other sectors. The 2018 National Survey on Access and Usage of ICTs by households and individuals conducted by Zambia Information Communication and Technology

Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.