ict- centered teaching learning overview of ict in education overview of ict in education teacher...

Download ICT- centered Teaching Learning Overview of ICT in Education Overview of ICT in Education Teacher centered Philosophy Teacher centered Philosophy Learner

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  • ICT- centered Teaching Learning
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  • Overview of ICT in Education Overview of ICT in Education Teacher centered Philosophy Teacher centered Philosophy Learner centered Philosophy Learner centered Philosophy ICT centered Philosophy ICT centered Philosophy ICT Skills and competencies ICT Skills and competencies ICT Tools and Digital Techniques ICT Tools and Digital Techniques Computers in Education Computers in Education Web based teaching/ learning Web based teaching/ learning Exploratory learning Exploratory learning Visual representations Visual representations End Note End Note
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  • The quality of education is not to be measured by its length and breadth but only by its depth -Vinoba Bhave
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  • Refers to teaching and learning the subject matter that enables understanding the functions and effective use of information and communication technologies (ICTs) information and communication technologies Technology is used to enhance learning, therefore it is important for educators to be comfortable using it to ensure that students get the full advantages of educational technology Teachers must be trained in how to plan, create, and deliver instruction within a technological setting Teacher, Researcher and Inventor do play a critical role in country building by intellectual power and thinking applied in shaping up the future of the young generation
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  • For many years, teachers taught and students were responsible for learning the material. It was the students 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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  • Learning is a process in which four components interact: (1) the teacher, (2) the student, (3) curriculum content and goals, (4) instructional materials and infrastructure
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  • Materials Materials Teachers Learners
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  • Learning by Objectives Learning by Objectives Learning through Experience Learning through Experience Learning by Example Learning by Example Learning by Discovery Learning by Discovery Learning to learn Learning 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: WHAT he learns WHEN he learns WHERE he learns, and HOW he learns
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  • Technology will not have a significant impact on student learning until teachers change 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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  • 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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  • 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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  • 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 major instructional use of computer based technologies: 1. Learning from the Technology 2. Learning about the Technology 3. Learning with the 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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  • Any technology which increase the rate of learning would enable the teacher to teach less and the learner to learn more
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  • Information technology (IT) is defined as the study or use of electronic equipments, especially computers for storing, analysing and sending out information. Communication technology is the process of sending, receiving and exchanging information.
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  • ICT is a generic term referring to technologies, which are being used for collecting, storing, editing and passing on information in various forms (SER,1997) ICT is a generic term referring to technologies, which are being used for collecting, storing, editing and passing on information in various forms (SER,1997)
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  • Factory model of education Broadcast model of education Paradigm shift
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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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  • 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 dont have time!
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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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