Transcript ICTs in the Curriculum

ICTs in the Curriculum
Patti Swarts
Education Specialist
GeSCI
CRDD and education system
• Pivotal role: curriculum determines what is
being taught, learnt, assessed; how
teachers are prepared; what resources are
required
• One step ahead of system
• Dynamic, proactive, innovative, take
initiative
• Keep abreast of developments
Dilemma
ICTs can be powerful, essential tools for
learning: understanding, interpreting and
communicating about the real world
OR
They can be black holes into which we
pour our money, intelligence and time,
getting very little in return
Your understanding of…
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ICTs in education?
E-content?
E-learning?
Integrating ICTs into the curriculum?
Some definitions…
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Technology in Education: encompassing the use of print, radio, TV and
video, and newer computer technologies such as the use of the Internet for
e-learning
Technological Literacy: knowledge about what technology is, how it
works, what purposes it can serve, and how it can be used efficiently and
effectively to achieve specific goals.
Information Literacy: ability to evaluate information across a range of
media; recognize when information is needed; locate, synthesize, and use
information effectively; and accomplish these functions using technology,
communication networks, and electronic resources.
ICTs in Education: an umbrella term that includes any communication
device or application, encompassing: radio, television, cellular phones,
computer and network hardware and software, satellite systems, etc. as
well as the various services and applications associated with them, such as
videoconferencing and distance learning in education
eLearning: methodology of transferring knowledge supported by
multimedia content delivered synchronously and/or asynchronously over
electronic network
Guidelines …
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Technology is only a tool
Technology must serve, rather than drive
Proper planning for integration crucial
ICTs must be incorporated in a systemic
and systematic way- clear goals
• ICTs must be utilised within a coordinated
framework
Why use ICTs in education?
• The use of ICTs in education can:
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mitigate teacher shortages
improve the consistency and quality of instruction
motivate students and raise achievement
make learning more inclusive and interesting
better match individual learning styles
engage students in a greater variety of ways
encourage collaboration, creativity, higher order thinking
assist with conceptual development/understanding
provide flexibility of delivery
reach students outside traditional education systems
address inequalities: gender, language, disability
enable students to take more responsibility for their own learning
allow teachers to focus on teaching
improve cost-effectiveness under certain circumstances
provide window to demonstrate new learning paradigms
Why use ICTs
• provide for both individualised and diversified learning
• allow students to take more responsibility for their
learning and to assess where they are in their learning
• guide students through their learning and allow them to
work together without the teacher necessarily having to
deliver the material
• extend the capabilities of conventional or formal
education (more options, more freedom of choice,
extended reach of learning)
• improve access and quality through more stimulating
and interactive learning
Why use ICTs
• provide tools for teacher development
• accelerate learning ( as learning becomes self-directed
and self-paced; students are more motivated and
interested and take more responsibility for learning)
• be delivered independent from location and time
(anytime, anywhere)
• allow for both sides of the brain to be used thereby
stimulating creativity and the development of higherorder skills ( such as exploration, analysis, synthesis,
problem-solving, reflection) [Good teaching should do
this as well, but where most teachers are not sufficiently
prepared this does not happen]
• allow for substantial savings in training
What are the challenges?
• Focus on technology, not on educational goals and objectives
• Philosophy of education, curriculum framework and policies:
may require extensive re-thinking of educational philosophy, goals,
processes, approaches, teacher development (i.e. may require
reform of the system)
• Additional resources to set up, leading to additional costs for
governments
• Institutional capacity and culture
• Teacher preparation
• Appropriate content, infrastructure and support
• Access and use
• Cost and sustainability
Pre-conditions for effective
integration
• Adequate and on-going professional development of teachers (welltrained in practical integration of technology into classroom activities
– more than basic computer functions)
• Extensive curriculum planning (systemic, systematic- defining
appropriate pedagogies, redesigning curriculum and assessment
help to optimise the use of ICTs)
• Supportive infrastructure (including technical support and
maintenance)
• Quality content and material
• Enabling policies and strategies
• Practice informed by evaluation and research
• Vision and leadership (at all levels)
• Learner-centred/constructivist approaches
• Relevant assessment tools
Have you thought about …
• Why ICTs in the curriculum?
Why integrate ICTs in curriculum?
21st Century skills
• What type of curriculum would foster 21st
century skills?
• What potentials/opportunities do ICTs offer
to CRDD?
• What can ICTs do for you in your
activities?
• How can/will ICTs transform or enhance
your work in CRDD?
• What is expected from CRDD with regard
to ICTs in education?
• What needs to be done?
• What will be required to do that (including
skills and capacities)?
In integrating ICTs …
• What linkages would enable your work?
• What do you expect from those linkages?
• On which activities do you need to work
with other units? How do you need to
relate to or work with them?
Questions to ask …
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ICTs for what educational purposes/goals?
What will ICTs contribute towards enhancing learning in the subject? (e.g.
will ICTs offer the learner the chance to develop their understanding of the
subject in ways that would not be possible without ICTs?)
Which technologies are appropriate for this phase/this subject/this context?
How will the technologies be used to enhance learning and teaching?
Will content and support material be created or acquired or modified?
What level of competences do learners have and need to acquire?
Where else would they have access to technologies?
What competences do teachers have and need to acquire?
What access would there be to technologies in the classroom?
How often would teachers and learners be exposed to the technologies?
Suggestions for process
Steps:
Identify educational purpose (e.g. improve quality of learning, expand access)
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Start with scope and sequence of curriculum/ curriculum framework of subject
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Identify specific topics/sub-topics and their objectives
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Analyse whether topics/sub-topics and objectives lend themselves to the integration of
ICTs and what and how ICTs will contribute towards enhancing learning in the subject
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Analyse which ICTs would be most appropriate for the topic, phase, age group, context
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Analyse which methodologies would be most appropriate in utilising ICTs for the purpose
and topic identified
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Analyse which assessment strategy would be most appropriate to determine whether
competency has been achieved