edu3473 lecture f1 pedagogy, icts and hots petrea redmond

EDU3473 Lecture F 1

Pedagogy, ICTs and Pedagogy, ICTs and HOTSHOTS

Petrea RedmondPetrea Redmond

EDU3473 Lecture F 2

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EDU3473 Lecture F 3

Where to today?Where to today?

• Teaching: a people jobTeaching: a people job• Pedagogy, ICT, 21Pedagogy, ICT, 21stst Century Century• ICT in EducationICT in Education• HOTSHOTS• Information LiteracyInformation Literacy

EDU3473 Lecture F 4

PCEPCE• TRAMS (Toowoomba Refugee and Migrant TRAMS (Toowoomba Refugee and Migrant

Services) is an organisation which helps Services) is an organisation which helps refugees and migrants become accustomed to refugees and migrants become accustomed to life in Toowoomba. From teaching English to life in Toowoomba. From teaching English to helping mothers with caring for their helping mothers with caring for their children, this organisation covers a range of children, this organisation covers a range of services and is always looking for volunteers.services and is always looking for volunteers.

• If you wish to do PCE with TRAMS contact If you wish to do PCE with TRAMS contact Amber on 46329285. This opportunity will be Amber on 46329285. This opportunity will be available all year and is essential to available all year and is essential to practitioners who wish to gain an insight into practitioners who wish to gain an insight into the difficulties faced by migrants and refugees the difficulties faced by migrants and refugees (esp. the Sudanese) and determine how to (esp. the Sudanese) and determine how to meet these needs.meet these needs.

EDU3473 Lecture F 5

Think about the way we Think about the way we treat peopletreat people

During my second month of college, our During my second month of college, our professor gave us a pop quiz. I was conscientious professor gave us a pop quiz. I was conscientious student and had breezed through the questions, student and had breezed through the questions, until read the last one: "What is the first name of until read the last one: "What is the first name of the woman who cleans the school?" the woman who cleans the school?" Surely this was some kind of joke. I had seen the Surely this was some kind of joke. I had seen the cleaning woman several times. She was tall, cleaning woman several times. She was tall, dark-haired and in her 50s, but how would I dark-haired and in her 50s, but how would I know her name? know her name? I handed in my paper, leaving the last question I handed in my paper, leaving the last question blank. Just before class ended, one student blank. Just before class ended, one student asked if the last question would count toward asked if the last question would count toward our quiz grade. our quiz grade. "Absolutely," said the professor. "In your "Absolutely," said the professor. "In your careers, you will meet many people. All are careers, you will meet many people. All are significant. They deserve your attention and significant. They deserve your attention and care, even all you do is smile and say "hello". care, even all you do is smile and say "hello". I've never forgotten that lesson. I also learned I've never forgotten that lesson. I also learned her name was Dorothy.her name was Dorothy.

EDU3473 Lecture F 6

What is pedagogy?What is pedagogy?

EDU3473 Lecture F 7

What effects pedagogy in What effects pedagogy in the 21the 21stst century – the century – the

Knowledge AgeKnowledge Age

• Learning to ThinkLearning to Think• Learning to LearnLearning to Learn• Growing body of informationGrowing body of information• Restructuring of schoolsRestructuring of schools• Dealing with changeDealing with change• Global IssuesGlobal Issues

EDU3473 Lecture F 8

• How do I move my students from:How do I move my students from:I know nothing toI know nothing toI know something??I know something??

• InteractionInteraction• TransactionTransaction

EDU3473 Lecture F 9

Pedagogy & ICTsPedagogy & ICTs

• Technology Pedagogy involves Technology Pedagogy involves fostering & promoting fostering & promoting learning using electronic learning using electronic ‘tools’ (ICTs)‘tools’ (ICTs)

EDU3473 Lecture F 10

Zhao et all, 2002Zhao et all, 2002

• Teachers pedagogy influences the Teachers pedagogy influences the success of ICT innovationsuccess of ICT innovation


2121stst Century Pedagogy Century Pedagogy

• Link to constructivist approachLink to constructivist approach• Students creation and not copyingStudents creation and not copying• ICTs: teachers plan to engage their ICTs: teachers plan to engage their

students in purposeful and students in purposeful and appropriate ICTs experiences with a appropriate ICTs experiences with a view to transform the learning view to transform the learning opportunitiesopportunities


Whipple (1987) asserts:

“Education does not consist merely of ‘pouring’ facts from the teacher to the students as though they were glasses to be filled with some form of intellectual orange juice. Knowledge is an interactive process, not an accumulation of Trivial Pursuit answers; education at its best develops the students' ability to learn for themselves”.


Tell me and I forget

Show me and I remember

Involve me and I understand


Productive PedagogiesProductive Pedagogies“…“…there are at least four there are at least four

dimensions of classroom dimensions of classroom practice which are potentially practice which are potentially necessary conditions for necessary conditions for improved and more equitable improved and more equitable student outcomesstudent outcomes


• high degrees of intellectual high degrees of intellectual quality,quality,

• high levels of demonstrable high levels of demonstrable relevance,relevance,

• highly supportive classroom highly supportive classroom environments,environments,

• strong recognition of strong recognition of difference.”difference.”

QSRLS Vol 2 p 4QSRLS Vol 2 p 4


No single solutionNo single solution

• Multiple paths ways for students• Multiple opportunities• Variety of learning styles• Variety of special needs• Variety of content• Variety of geographical locations• Variety of resources availability


• industrial society to information society• technology peripheral to multimedia central• once-only education to life-long learning• fixed curriculum to flexible/open curriculum• institutional focus to learner focus• self contained to partnerships• local focus to global networking

Paradigm shift in Education:Paradigm shift in Education:


How we go about our work How we go about our work from Allan Glenfrom Allan Glen

EEXXPPOOSSIITTOORRYY

IINNQQUUIIRRyy

Read/Listen

Recall/Recite

Assess

ReadExplain

ApplySummarizeAssess

QuestionHypothesizeGather data

ConcludeApply

TeacherTeacherCenter Participant

StudentStudentConsumerConsumer ProducerProducer

Assess


Why integrate ICTs into education?

Q. Are these reasons adequate?• Technology is pervasive in society• Equips students for the workforce• Schools down the road use laptops• Potential benefits for students• Potential benefits for teachers• Children use computers at home


Effective learning through ICTsEffective learning through ICTs

• provides a dynamic student-centred learning environment.

• supports students in constructing their own knowledge and understanding

• preparing independent and life-long learners• must be deeply integrated into the purposes and

activities of the classroom to enhance student learning (Sheingold, K., 1991, p20)(Sheingold, K., 1991, p20)


Technology in Education?

• TV was thought to be the saviour of education…..• So do computers have the potential to revolutionise

teaching and learning?– Does the answer lie in the types of machines and programs

used?

– How important is the teacher’s knowledge of computers?

– Is the way they are used a key ingredient?

– Is a laptop for each student the answer?


ICTs in education: the ICTs in education: the pastpast

• Computer literacy – about computers

• Domain of secondary Business and Maths teachers

• Word processing and curriculum software


ICTs in education: - ICTs in education: - present and futurepresent and future

• Teaching about and with ICT• Classrooms with Internet access

– Children connecting to other schools, community and experts

• Wide range of generic and curriculum software


Rationale for computer integration• Provides student-centred learning

• Supports constructivist learning

• Increases motivation

• Increases engagement

• Provides empowerment

• Develops problem solving skills

• Supports collaborative learning


Rationale for integration (cont)

• Increases productivity

• Access to information

• Links to learning tools

• Unique instructional characteristics

• Develops communication skills

• Encourages educational reform


Learning with TechnologyLearning with Technology

“...it is not the features of technology alone, but rather the ways in which those features are used in [the classroom] that shape its impact.”

(Sheingold, K., 1991, p18)(Sheingold, K., 1991, p18)

Teachers are still the key to creating relevant and meaningful learning environments

(Apple Classrooms of Tomorrow, 1995)(Apple Classrooms of Tomorrow, 1995)


Just in Case V’s Just in Time

Traditionally information and skills have been taught to students Just In Case they need them in the future.


How does ICT effect How does ICT effect pedagogypedagogy

• Limited resources• All students won’t do the same thing

and the same time• Unique and increased opportunities• Creation of tasks where the use of

ICT is integral to the learning process

• Comfort zone different between many students and teachers


Ridiculous KeyRidiculous Key

• Make a ridiculous statement that would be virtually impossible to implement, and then make an attempt to actually substantiate it.

• The expressions “It’s not possible” and “That’s ridiculous” often prevent the development of many excellence ideas. Learn to break through them.


Ridiculous Key – Your Ridiculous Key – Your turnturn

• “The government should provide every child a computer at the age of 5”.

• Some consequences:


HOTS – Higher HOTS – Higher Order Thinking Order Thinking

SkillsSkills“The Question is “The Question is

the Answer”the Answer”


Some of these slides Some of these slides have been adapted have been adapted from work by Lindy from work by Lindy

Mckeown developed in Mckeown developed in her role as Education her role as Education Adviser in Learning Adviser in Learning

Technology. Technology. http://www.teachers.ash.org.au/lindy/info-lit/presentatihttp://www.teachers.ash.org.au/lindy/info-lit/presentati

on/sld001.htmon/sld001.htm


Information Literacy – Information Literacy – What does it really What does it really

mean?mean?


Personal Reflection TaskPersonal Reflection Task

On a sheet of paper On a sheet of paper write down the last write down the last research research assignment you assignment you saw a teacher give saw a teacher give on prac, or one you on prac, or one you remember from remember from school.school.

Keep this for later.Keep this for later.


Read and Regurgitate Read and Regurgitate Disease - NOTDisease - NOT


An information literate person An information literate person is one who:is one who:

• Recognises that accurate and complete information is the Recognises that accurate and complete information is the basis for intelligent decision makingbasis for intelligent decision making

• Recognises the need for informationRecognises the need for information• Formulates questions based on information needsFormulates questions based on information needs• Identifies potential sources of informationIdentifies potential sources of information• Develops successful search strategiesDevelops successful search strategies• Accesses information from sources including technological Accesses information from sources including technological

based sourcesbased sources• Evaluates informationEvaluates information• Organises information for practical applicationOrganises information for practical application• Integrates new information into existing knowledgeIntegrates new information into existing knowledge• Uses information in critical thinking and problem-solvingUses information in critical thinking and problem-solving


• "the abilities to recognize when information is "the abilities to recognize when information is needed and to locate, evaluate, effectively needed and to locate, evaluate, effectively use, and communicate information in its use, and communicate information in its various formats" (SUNY) 30 Sept. 1997. various formats" (SUNY) 30 Sept. 1997.

• ““a new liberal art that extends from knowing a new liberal art that extends from knowing how to use computers and access information how to use computers and access information to critical reflection on the nature of to critical reflection on the nature of information itself, its technical infrastructure, information itself, its technical infrastructure, and its social, cultural and even philosophical and its social, cultural and even philosophical context and impact" - Shapiro, Jeremy J. and context and impact" - Shapiro, Jeremy J. and Shelley K. Hughes. 2. Mar./Apr. 1996. Shelley K. Hughes. 2. Mar./Apr. 1996.


Diagnosis

Using the Blooms Taxonomy handout analyse the question your wrote down at the beginning of the lecture. Rate the cognitive load.

Light Weight -----------------Heavy Weight

(Comprehension) (Evaluation)


ILPO – Information ILPO – Information Literacy Planning Literacy Planning

OverviewOverview• The ILPO model is a guide for lesson

planning to introduce students to skills for life-long learning with Information Literacy and Technology integrated into the planning

• This process model of Information Literacy has the following 6 steps

• ILPO site


Information Literacy Information Literacy provides a process for:provides a process for:

• Define the problem – What exactly do I have to do? Students recognise the need for information.

• Locate Resources – Where will I find the information I need? Students know where and how to find information from a range of sources


• Select/Analyse resources – Which of these resources will be of use to me? Students know how to select information.

• Organise/Synthesise – How can I best organise my information to solve my problem/complete my task? Students develop as critical thinkers and problem solvers.


• Create/Present – How can I best present my solution? Students communication information to others.

• Evaluate – How well did I complete my task? Students build a dynamic view of themselves as confident and discerning information users.


Classroom Fitness is a Classroom Fitness is a balancing actbalancing act


Traditional Traditional instructioninstruction

Project-based/Inquiry Project-based/Inquiry based teachingbased teaching

•Helps children Helps children ACQUIRE skillsACQUIRE skills•Addresses Addresses DEFICIENCIES in DEFICIENCIES in learninglearning•Stresses EXTRINSIC Stresses EXTRINSIC motivationmotivation•Allows TEACHERS to Allows TEACHERS to direct children’s work, direct children’s work, use their expertise, and use their expertise, and specify the tasks that specify the tasks that children performchildren perform

•Provide children with Provide children with opportunities to APPLY opportunities to APPLY skillsskills•Addresses children’s Addresses children’s PROFICIENCIESPROFICIENCIES•Stresses INTRINSIC Stresses INTRINSIC motivationmotivation•Encourages CHILDREN Encourages CHILDREN to determine what to work to determine what to work on, accepts them as on, accepts them as experts about their needsexperts about their needs


Classroom fitnessClassroom fitness

Balance projects which have a high cognitive load, with instructional teaching which scaffolds students to success.


•Do they perturb?

(Tom March)

•Are they essential questions?

(Jamie McKenzie)

•Do they create cognitive load?

(Lindy McKeown)

Your questions/tasks, Your questions/tasks, where do they fit?where do they fit?


What is so important What is so important about the question?about the question?

The Information Literacy Process requires students to progress through a series of steps. Definitions of the steps have been developed by several people but all begin with defining the problem. This implies there is a problem to start with, not a statement, not a theme, not a topic but a question or problem.


If the only problem a student faces is that the teacher has set a topic to find facts about, then maybe more work needs to be done by the teacher to find a problem which will then provide the context for the development of knowledge, skills and attitudes. Certainly information gathering, note making and writing will often be part of the process of finding a solution to the question or problem, but there will also be an important activity after fact finding in which students will bring the information found to bear on the problem at hand. At this time an original or personal response will be developed not a mere regurgitation of fact.


In creating problems and questions, the aims are:

•to raise the cognitive load of the task by providing opportunities for higher order thinking beyond mere knowledge gathering and comprehension; and •to provide a real life or life-like context in which to learn.


Finding the right Finding the right challengechallenge

• Jamie McKenzie's Jamie McKenzie's questioning toolkitquestioning toolkit

• The Big 6The Big 6• Bloom’s TaxonomyBloom’s Taxonomy• Module MakerModule Maker• Higher-Order Higher-Order

Thinking Thinking Strategies for the Strategies for the Classroom Classroom


How much thinking?How much thinking?

If our thinking meter has a 1-7 scale where 7 is the highest, how would you rate each of the following questions?

1. How many people were killed in this tragedy?Skimming for information (facts or opinions)?

2. What was reported about the crash moment?Look for closely (facts or opinions)?

3. Who should take the "blame" for this tragedy?Appeal to the affective (and thinking) domain of students


Embedding Technology Embedding Technology into the Information into the Information

Literacy ProcessLiteracy Process


How can you use ICTs to How can you use ICTs to assist in:assist in:

• Defining• Locating• Selecting/analyzing• Organising/Synthesizing• Creating/Presenting• Evaluating


Inquiry based learning, Inquiry based learning, Problem based learning, Problem based learning,

Rich tasks, Authentic Rich tasks, Authentic taskstasks• Authentic tasks are assignments/projects

that have a real-world application. Such tasks bear a strong resemblance to tasks performed in nonschool settings (such as the home, an organization, or the workplace) and require students to apply a broad range of knowledge and skills. Often, they fill a genuine need for the students and result in a tangible end product.


Healthy thinking task Read and regurgitate disease

Response involves students creating original thinking (for them) expressed in their own words. (Creating new knowledge)Position is justified from research

Response is a regurgitation of facts (sometimes) in students own words or copied from a book or CDROMResponse is not supported with facts

Response Rubric


Authentic Contrived

Has an audience other than the teacher in assessment mode who has a vested interest in the content of the presentation

Audience is the teacher (or peers) conducting assessment and the rest of the class but the class has no purpose other than occupying the seats

Audience Rubric


Some places to go for Some places to go for ideasideas

• Planning for LearningPlanning for Learning• Why do project based learning?Why do project based learning?• Rich TasksRich Tasks• HOTS – Higher Order Thinking HOTS – Higher Order Thinking

StrategiesStrategies• E LearningE Learning


Other sites on information Other sites on information literacyliteracy

• Information Literacy ProgramInformation Literacy Program• Forum on Information LiteracyForum on Information Literacy• Web-and-Flow Help: Transforming Web-and-Flow Help: Transforming

InformationInformation• Some Information Literacy Some Information Literacy

StandardsStandards


FilamentalityFilamentality

• http://www.filamentality.com/wired/fil/http://www.filamentality.com/wired/fil/index.htmlindex.html

Filamentality activity

Quality online activity created with a high level of intellectual rigour

Demonstrates the ability to effectively create an online activity with some intellectual rigour

Appropriate online activity created

Online activity completed with little care taken with overall presentation

Unsatisfactory creation of online activity


For this week:For this week:

• Stop talking and start doingStop talking and start doing• Action plan, by Friday I will ………Action plan, by Friday I will ………

edu3473 lecture f1 pedagogy, icts and hots petrea redmond

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