Ict and teacher_education.ppt[1]
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This document discusses the role of information and communication technologies (ICTs) in teacher education. It argues that ICTs have transformed how people communicate and do business globally. For education to reap the full benefits of ICTs, teachers need basic ICT skills and competencies. Teacher education programs must provide leadership in using new technologies and modeling new pedagogies. A shift from teacher-centered to learner-centered instruction is needed to help students acquire 21st century skills. ICTs can support this shift by providing tools for collaboration, access to information, and new ways for students to demonstrate understanding. The role of teachers is changing from knowledge transmitter to learning facilitator.
![GLOBAL CONTEXT [UNESCO WORLD EDUCATION REPORT,
Teachers and Teaching in a Changing World(UNESCO, 1998)]
l The young generation is entering a l Knowledge-based global society:
world that is changing in all
spheres:scientific and technological, Ø The world’s knowledge base
political, economic, social, and doubles every 2-3 years;
cultural. Ø 7,000 scientific and technical
l The emergence of the “knowledge- articles are published each day;
based” society is changing the Ø Data sent from satellites orbiting the
global economy and the status of
education. earth transmit enough data to fill 19
million volumes every two weeks;
l There is growing awareness among
policy-makers, business leaders Ø Graduates of secondary schools in
and educators that the educational industrialized nations have been
system designed to prepare exposed to more information;
learners for an agrarian or Ø There will be as much change in the
industrially-based economy will not next three decades as there was in
provide students with the knowledge
and skills they will need to thrive in the last three centuries (National
the 21st century’s knowledge-based School Board Assoc.,2002).
economy and society.](https://image.slidesharecdn.com/ictandteachereducation-ppt1-130111050936-phpapp02/85/Ict-and-teacher_education-ppt-1-5-320.jpg)
Ict and teacher_education.ppt[1]
- 1. ICTs and TEACHER EDUCATION NADINE C. MATONDO, MAIS
- 2. INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) l A major factor in shaping the new global economy and producing rapid changes in society. l Have fundamentally changed the way people communicate and do business. l Have produced significant transformations in industry, agriculture, medicine, business, engineering and other fields. l HAVE THE POTENTIAL TO TRANSFORM THE NATURE OF EDUCATION—WHERE AND HOW LEARNING TAKES PLACE AND THE ROLES OF STUDENTS AND TEACHERS IN THE LEARNING PROCESS.
- 3. Teacher education institutions and programmes… l May either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change. l Must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning. l Must also provide leadership in determining how the new technologies can best used in the context of culture, needs, and economic conditions within their community.
- 4. For Education to accomplish the goals and reap the full benefits of ICTs in learning… l It is essential that pre- l Need to develop service and in-service strategies and plans to teachers have basic enhance the teaching- ICT skills and learning process within teacher competencies. education programmes and to assure that all teachers & future teachers are well prepared to use the new tools for learning.
- 5. GLOBAL CONTEXT [UNESCO WORLD EDUCATION REPORT, Teachers and Teaching in a Changing World(UNESCO, 1998)] l The young generation is entering a l Knowledge-based global society: world that is changing in all spheres:scientific and technological, Ø The world’s knowledge base political, economic, social, and doubles every 2-3 years; cultural. Ø 7,000 scientific and technical l The emergence of the “knowledge- articles are published each day; based” society is changing the Ø Data sent from satellites orbiting the global economy and the status of education. earth transmit enough data to fill 19 million volumes every two weeks; l There is growing awareness among policy-makers, business leaders Ø Graduates of secondary schools in and educators that the educational industrialized nations have been system designed to prepare exposed to more information; learners for an agrarian or Ø There will be as much change in the industrially-based economy will not next three decades as there was in provide students with the knowledge and skills they will need to thrive in the last three centuries (National the 21st century’s knowledge-based School Board Assoc.,2002). economy and society.
- 6. WHAT IS OUR CHALLENGE THEN?
- 7. The challenge confronting our educational systems is… “HOW TO TRANSFORM THE CURRICULUM AND TEACHING- LEARNING PROCESS TO PROVIDE STUDENTS WITH THE SKILLS TO FUNCTION EFFECTIVELY IN THIS DYNAMIC, INFORMATION-RICH, AND CONTINUOUSLY CHANGING ENVIRONMENT.”
- 8. The UNESCO World Education Report (1998) l New technologies challenge traditional conceptions of both teaching and learning and, by reconfiguring hoe teachers and learners gain access to knowledge, have the potential to transform teaching and learning process.
- 9. How ICTs play its important role? 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 ENVIRONMENTS
- 10. To meet the challenges… l Must embrace the new technologies and appropriate the new ICT tools for learning. l Must move toward the goal of transforming the traditional paradigm of learning—”paradigm shift”(Thomas Kuhn)
- 11. Many educators and business and government leaders believe that creating a paradigm shift in views of the learning process, coupled with applications of the new information technologies, may play an important role in bringing educational systems into alignment with the knowledge-based, information-rich society. To accomplish this goal requires both a change in the traditional view of the learning process and an understanding of how the new digital technologies can create new learning environments in which students are engaged learners, able to take greater responsibility for their own learning and constructing their own knowledge
- 12. How do we view the Learning Process? Do we view it in-- Traditional way? Transformative way? l Kindly answer the questions that is distributed by our facilitator. l You are given 15 minutes to answer the questions. l We will check your answers afterwards.
- 13. Interpretations: v YES > SOMETIMES & NO = TRANSFORMATIVE TEACHER, BRAVO! v SOMETIMES > YES & NO= YOU ARE STARTING TO BE A TRANFORMATIVE ONE, BUT YOU ARE STILL CONFORMING MORE TO TRADITIONAL ONE, KEEP TRYING! v NO> YES & SOMETIMES = START TO REFLECT AND REEVALUATE YOURSELF, IT’S NOT YET TOO LATE!
- 14. Comparison between Traditional and Transformative Learning l The traditional, teacher- l The transformative or the “new centered approach to learning paradigm” is a learner-centered l The teacher is the expert and l Students will have greater the dispenser of knowledge to responsibility for their own the students. While students are learning as they seek out, find, passive receptacles of the synthesize and share their information provided knowledge with others. l ICTs provide powerful tools for support the shift to student- centered learning and the new roles of teachers and students
- 15. Different views of the Human learning process : TRADITIONAL VIEW (OLD VIEW) TRANSFORMATIVE VIEW (NEWVIEW Learning is hard. Learning is a natural process Many view learning as a difficult and often tedious process The natural state of the brain is to learn, however, not everyone learns in the same way.—different learning, perceptual, and personality styles. Learning is based on a deficit model of the student Learning is based on strength model of student abilities, The system strives to identify deficiencies and weaknesses of interest, and culture the student .Designing learning activities that build on student strengths Based on noted deficiencies, students are tracked, rather than focusing only upon re mediating weaknesses. categorized, remediated or failed. Learning is a process of information transfer and reception Learning is an active and not passive process. Emphasizing students reproducing knowledge rather than People are faced with the challenge of producing producing their own knowledge knowledge rather than simply reproducing knowledge Learning is an individual / solitary process Learning is a social process Most students spend long hours working alone at their desks .Computer-supported collaborative work in business, completing worksheets or repetitive tasks. government, medicine and higher education Learning is facilitated by breaking content/instruction into Learning is integrative and contextualized. small isolated units Make connections and integrate knowledge Neil Postman, Teaching as a Subversive Activity, “states that our educational systems break knowledge and experience into parts, history into events WITHOUT RESTORING CONTINUITY” (Postman, 1969) Learning is a linear process. Learning is either be linear or non-linear. Textbooks or teachers provide only one linear path through Concepts of interconnecting through a complex network of a narrowly bounded content area or sequence of standardized associations Students “learn” by augmenting, combining, instructional units rearranging something.
- 16. As noted by Driscoll(1994), l “We no longer can view learners as ‘empty vessels waiting to be filled, but rather as active organisms seeking meaning’”
- 17. WHAT ARE WE GOING TO DO THEN? l A SHIFT FROM TEACHER-CENTERED TO LEARNER-CENTERED INSTRUCTION IS NEEDED TO ENABLE STUDENTS TO ACQUIRE THE NEW 21ST CENTURY KNOWLEDGE AND SKILLS
- 18. Teacher-centered and Learner-centered Learning Environments (Sandholtz,Ringstaff, and Dwyer, 1997) Teacher-centered Learner-centered CLASSROOM ACTIVITY Teacher-centered Learner –centered, DIDACTIC interactive TEACHER ROLE Fact teller, always expert Collaborator, sometimes learner INSTRUCTIONAL Fact’s memorization Relationships, inquiry and EMPHASIS inventions CONCEPTS OF Accumulation of facts Transformation of facts KNOWLEDGE Quantity DEMONSTRATION OF Norm referenced Quality of understanding SUCCESS ASSESSMENT Multiple choice item Criterion referenced, portfolios and performances TECHNOLOGY USE Drill and practice Communication, access, collaboration, and expression
- 19. THUS, Changes in Teacher Role A shift to: A shift from: üLearning facilitator, collaborator üKnowledge transmitter, primary ,coach, mentor, knowledge source of information, content navigator, AND CO-LEARNIER expert, and source of all answers üTeacher gives students more üTeacher controls and directs all options and responsibilities for their aspects of learning own learning Changes in student role A shift to: A shift from: üActive participant in the learning üPassive recipient of information process üReproducing knowledge üProducing and sharing knowledge, üLearning as a solitary activity participating at times as expert üLearning collaboratively with others
- 20. ICTs… Ø Can provide powerful tools to help learners access vast knowledge, and solve complex problems using cognitive tools Ø Also provide learners with powerful new tools to represent their knowledge with text, images, graphics, and video. Ø Ultimately, the power of ICTs will be determined by the ability of teachers to use the new tools for learning to create RICH, NEW, AND ENGAGING LEARNING ENVIRONMENTS FOR THEIR STUDENTS.(UNESCO,1998)
- 21. SO, How ICTs affect to TEACHERS & What is the ROLE of the TEACHER then? l One cannot move drastically l Interesting and challenging l Affects global competitiveness l Learning from technology and with the technology Ø Computerized Instruction
- 22. 3 types of Application l Tool Application l CAI-Computerized Assisted Instruction (Patrick Suppes-an innovator in computer use in schools) l Computer-managed instruction
- 23. The challenge for ICTs in Teacher Education is to assure that the new generation teachers, as well as current teachers, are well prepared to use new learning methods, processes and materials with the new ICT tools for learning
- 24. THANK YOU VERY MUCH FOR LISTENING & FOR YOUR TIME l A PLEASANT AFTERNOON FOR ALL OF US!!!J
- 25. Take home Activity: A reflection to be submitted together with the checklist of self-evaluation l HOW DO YOU SENSE YOURSELF CHANGING ROLES FROM BEING A: 1. TRANSMITTER OF KNOWLEDGE TO FACILITATOR OF KNOWLEDGE 2. CURRICULUM IMPLEMENTOR TO CURRICULUM RESEARCHER 3. CLASSROOM TEACHER TO CLASSROOM RESEARCHER 4. TEACHER-CENTERED & TEXT-BOUND CLASSROOM TO STUDENT-FOCUSED, ICT-BASED/INTERACTIVE KNOWLEDGE ENVIRONMENTS