ICT and Classroom Management

Hajer ChalghoumiPostdoctoral Researcher

Teacher Educator

Inclusive Design Research CentreOCAD University

In the menu…

• Where to Begin?

• Take Action

• Software for Classroom Management

ICT in the classroom: a problem or a solution?

Source: AQUOPS (1999-2002)

Where to begin?

• Choose your subjectStep 1

• Formulate the learning objectivesStep 2

• Look for resourcesStep 3

• Design your activityStep 4

• Design the classroom layoutStep 5

• Think of the workstations ergonomicsStep 6

• Establish a timetableStep 7

• Determine the evaluation parametersStep 8

• SummarizeStep 9

Step 1: Choose the subject

limited by the curriculum

more liberty

Step 2: Formulate the Learning Objectives

Be careful not to neglect this main objective

Step 3: Look for Resources

• Who can help you?

• Which technology do you need?

• Which educational technology is available?– Ontario Software Acquisition Program A

dvisory Committee

– The Ontario Educational Resource Bank

Step 4: Design Your Activity

What work mode to chose?

• The individual mode• The collaborative mode• The collective mode

What pedagogical approach to chose?

• The workshop• The lecture• Modeling• The mini-clinic• Scaffolding• The conference

What work mode to chose?

Individual mode

•Drawing •Keyboard exercises •E-mailing•Etc.

Collaborative mode

•Transcript of a text into a word processor •Searching the Internet •Exploration of new software •Etc.

Collective mode

•Shaping new ideas and showing complex examples•Working collectively with another class•Inventing a story•Etc.

What pedagogical approach to chose?

The workshop

• Allows students’ to move at their own pace

• Best use for the creation of a work, observation of phenomena, the exploration of a technological tool, etc.

What pedagogical approach to chose?

The lecture

Best use for presenting new software for

students, using new features or a new

procedure

What pedagogical approach to chose?

Modeling

• Making clear your thought processes

• Enable students to understand how you solve a problem or accomplish a task

What pedagogical approach to chose?

The mini-clinic

•Teaching directed to a small group of students at a time

•Best use to update on some of the difficulties or to train experts in various applications

What pedagogical approach to chose?

Scaffolding

•Guided approach

• Support leading to independent practice

What pedagogical approach to chose?

The conference

•Enable students to express their views, help each other

•Best use for planning, production or evaluation of an activity or a project

Step 5: Design the classroom layout

• Teacher Tips / Training by Suite 101 • Classroom Organization Resources by Internet4Classrooms

Examples of organizing the layout of the workstations in a classroom/labSource: http://cep.cyberscol.qc.ca/guides/gc_amenagement.html

• The chair

• The monitor

• The keyboard and mouse

• The lighting

• The breaks

• Using laptops

An ergonomic workplaceSource: http://www.decea.fr/wp-content/uploads/2010/11/ergonomie.jpg

Step 6: Think of Workstations Ergonomics

Step 7: Establish a Timetable

• Organize the activities based on the time allowed for each activity and on its progression

• Planning strict hours for a technology rich classroom is more difficult than planning for a traditional classroom

• Many events are unpredictable within a technology classroom

Step 8: Determine the Evaluation Parameters

• What should we evaluate?

• How to evaluate?

What should we evaluate?

The results

Procedures used to reach them

What should we evaluate?

What should we evaluate?

• Curriculum available on the Ontario’s Ministry of Education

• List and level of skills detailed in the Ontario skills passport

• International society for technology standards (ISTE) • National Workforce Center for Emerging Technologies (

NWCET)

• The Partnership for 21st Century Skills • The K-12 Computer/Technology Skills Standard Course

of Study (University of North Carolina)

To inspire you :

How to evaluate?

• Evaluation can have many formats

• It is recommended to combine more than one evaluation procedure (Heide & Henderson, 1996)

• Some ICT can help you in the evaluation procedure

How to evaluate?Tool Description Example of an IT use

Observation Procedures used to obtain quantified descriptions of teacher and student behaviour and interaction in a classroom setting.

Using video or audio recorder

Self evaluation

Students judging the quality of their own contributions based on evidence and explicit criteria, for the purpose of doing better work in the future.

Using blogs to edit an electronic journal

Peers evaluation

Students individually assess each other's contribution using a predetermined list of criteria.

Using the projector to present the student’s work to his peers

Portfolios A collection of work that represents the best efforts of the student.

Using e-portfolios

Step 9: Summarize

• When you finish your plan, it is

important to see your work in its

whole

In the menu…

• Where to Begin?

• Take Action

• Software for Classroom Management

Take Action

• ICT and differentiated instruction

• Engaging the Students

ICT and differentiated instruction

One size doesn't fit all

Adapting the content

Adapting the context

Adapting the

procedures

Adapting the

evaluation

Remember that...

• ICT isn't the spotlight

• ICT use must be adapted to the needs and characteristics of the students

• ICT use must take into account the content of the individualized plan of the student and the learning objectives it contains

Engaging the Students

Delegating responsibilities

Encouraging Collaborative Learning

List of Students with experience with technology

Resource Library

Activities Planning Table

The Help Request Procedure

Delegating responsibilities

• Focus on supporting student learning rather than responding to technical inquiries

• Delegate responsibilities to your students:– Starting / turning off computers– Emailing the class on a daily or weekly base– Storing the material (guides, sheets for the printer,

CD, headphones, microphones, etc.).

Encouraging Collaborative Learning

More efficient

Supports the learning needs of all students

Teacher has to set rules of collaboration between the

students

List of students with experience with technology

1

•Take the time to know the strengths of your students

2

•Put them into action to know what they can really make using the computer

3

•Make a list of resource persons responding to each application (word processor, scanner, email, Internet, etc.)

4

•Make one or two information sessions with each team sponsor and, if necessary, train new experts

5

•Display the list of students on a poster with particular technological

6

•Establish clear guidelines regarding the request for assistance

Resource Library

• Reference guides on the functions of software tools

• A reference guide on the use of computers (troubleshooting tips)

• Operating Procedures (saving a file, connection to the server or creating an email account)

• A list of expert students

• A file of the activity statements (mandatory or personal challenges)

• A file of samples of corrected outputs of the exercises

Activities Planning Table

The Help Request Procedure

1

•I look for the answer to my question in the reference tools

2

•I ask other students to help me in class.

3

•I put my name on the list of people who need help

4

•I look at the activities planning table to find another task I can do while waiting for help.

5

•I check the list of mini-clinics to enrol in a mini-clinic that may help me.

The Help Request Procedure

Be firm by no longer responding to requests from students who have not

provided the previous efforts

In the menu…

• Where to Begin?

• Take Action

• Software for Classroom Management

ICT to manage the classroom

•  LanSchool Classroom Management and Monitoring Software

•NetOp School

•NetSupport School

•AB Tutor Control

All the information presented is available on the web at:

Special Needs Opportunity Window (SNOW)

Email:hchalghoumi@OCAD.ca

;-)