Instructional materials & ict
- 1. Instructional Materials & ICT for EducationAn Overview
- 2. Overview ICTs in Education – Dilemmas and Realities Role and Nature of ICTs in Education Potential of ICTs From Potential to Effectiveness
- 3. Dilemmas Qs about Value of ICTs Myths Pressures •Belief •Doubt •Wait •Belief •Doubt •Wait •Monolithic •Automatic •Computers •Substitute •Monolithic •Automatic •Computers •Substitute •Vendors •Parents •Business •Techies •Vendors •Parents •Business •Techies Realities Analyze Educational objectives Determine Objective for ICT Understand Potential of ICTs Examine suitability of ICTs Plan program of investment Implement prerequisites and corequisites Evaluate and adjust continuously Decision Maker
- 4. Necessity of ICTs •Globalization of •Economy •Information • Tech Innovations • Knowledge-based •Economy •Society •Escalating Demand for Education Effective Learning For All Anytime Anywhere
- 5. ICTs for Learning Objectives ICTs for What Purpose Learning Objective Technology Text Audio Video Computer Internet Storage or display x x x x x Exploration x x x x x Application x x x Analysis x x Evaluation x x x x x Constructing or design of project x x x
- 6. ICTs for What Purpose ICTs for Teaching Objectives Teaching Objective Technology Text Audio Video Computer Internet Presentation x x x x x Demonstration x x x x x Drill and practice x (e.g., Language lab) x x Animation and simulation x x Research x x x x x Collaboration/ communication networked x Management of student learning x x x
- 7. ICTs and the School Technologies on Location Technologies at a Distance Printed matter Correspondence Slides, transparencies Scanners Digital notepads and white boards Audiotapes Radio Films and videos TV broadcasts Digital books Web pages CDs Web: Internet, intranet Computer projection Webcast ICTs for What Purpose
- 9. Potential: 1. Expanding Educational Opportunities • Radio Broadcast • Interactive Radio Instruction • Television • Virtual Schools • Virtual Universities
- 10. Potential: 2. Increasing Efficiency Issues Dual Shift Systems Multigrade Schools Small Urban or Rural Schools Flexibility in Learning Schedule Solutions Broadcast Radio Interactive Radio Educational TV Virtual Online Courses
- 11. Potential: 3. Enhancing Quality of Learning Potential • Motivate and engage learners • Bring life to concepts and processes • Foster inquiry • Provide flexibility • Allow application of information • Provide access to world of information • Bring the world into the classroom • Offer collaborative opportunities and communication • Offer tutored and individualized learning Solutions • Radio and TV • Multimedia Learning Modules • Virtual Labs • Connecting to the Worlds • Designing and Creating Things
- 12. Potential: 4. Enhancing Quality of Teaching Issues • Difficult Profession • No One-Shot Training • Continuum Initial Training Lifelong Upgrading Connecting Solutions • Multimedia Training and Support System • Training Videos • Teacher Development Portal • Internet Resources for Teachers
- 13. Potential: 5. Facilitating Skill Formation • New Workplace Realities • E-Training Just-in-Time Convenient Place Up-to-Pate User-centric Solutions Simulations Competency-based multi-media Video and Interactive media Workplace Training
- 14. Potential: 6. Sustaining Lifelong Learning Issues Workers need to learn new skills Modern societies demand constant updating The “educated” can become obsolete Life-cycle pattern is changing Solutions Radio and TV Multimedia Packages Online Courses Open Universities “Third Age” Universities
- 15. Potential: 7. Improving Policy Planning & Management • Management of Institutions and Systems – School: Admissions, student flow, personnel, staff development, facilities… – System: School mapping, personnel payroll, MIS, communication, information, . . . • Management of Policy Making – Storage and analysis of data – Construction and assessment of policy scenarios – Tracer studies and tracking systems
- 16. Potential: 8. Advancing Community Linkages Growth in ICT Access 0 200 400 600 800 1000 1200 1400 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 Main telephone lines (millions) Mobile cellular subscribers (millions) Personal computers (millions) Internet users (millions) Millions
- 17. Potential: 8. Advancing Community Linkages Telephones, Cellular phones and PCs per 1,000 inhabitants 0 20 40 60 80 100 120 140 Africa America w/o US & Canada US and Canada Asia Europe Oceania WORLD Telephone subscribers/100 Inhabitants Cellular subscribers/100 Inhabitants PCs/100 inhabitants
- 18. Potential: 8. Advancing Community Linkages Internet hosts and users per 10,000 inhabitants 0 1000 2000 3000 4000 5000 6000 Africa America w/o US & Canada US and Canada Asia Europe Oceania WORLD Internet Hosts/10,000 inhabitants Internet Users/10,000 inhabitants
- 19. Potential: 8. Advancing Community Linkages • ICT access varies within countries • Disparities is magnified by gender factor • ICT access contributes to escape from poverty • ICT access for all requires attention to – Infrastructure – Cost – Laws and regulations
- 20. Radio Stations and Receivers Digital Satellite Radio Crank Radio Crank/Solar Radio Suitcase Radio Station
- 21. Telecenters
- 22. Women-Friendly Telecenters • Within accepted culture; fosters harmony • Women do not have to travel far • Center meets needs of men and women • No childcare problem • Space is roomy and provides privacy • Staff is well integrated
- 24. From Potential to Effectiveness 1. Educational Policy 2. Approach to ICTs 3. Infrastructure 4. ICT-Enhanced Content 5. Committed and Trained Personnel 6. Financial Resources 7. Integration 8. Piloting and Evaluation
- 25. Conclusion • To Tech or not to Tech Education • ICT ―― Education More Effective and► Responsive ICTs X
- 26. “We do not think anymore of the spectacle of printing every time we read a book, the phenomenon of TV every time we watch a movie, or the miracle of the telephone every time we make a call. The ultimate success of ICTs for learning will be attained when we stop marveling about the ICTs and apply our minds and emotions to the wonders of learning.”
- 27. Iceland University of Education • Student population 2002-2003 – Distance learning students: 1339 – Traditional on-campus students: 891 • Distance learning - undergraduate: 822 – Distance; primary school B.Ed on campus: 462 – Distance; primary school B.Ed distance: 401 • The Department of Graduate studies - only distance learners 517
- 28. Reasearch on distance education • How is the use of ICT affecting the way the institution goes about organizing teaching and learning? • How is the use of ICT affecting the way the teachers perform their teaching activities? • How is the use of ICT affecting the way the students perform their learning activities?
- 29. Activity Theory applies well • The activity system as a unit of analysis – has been used to research the effectiveness of everyday learning environments – the relationship between the individual participant and the activity system’s purpose • Activity as mediated by tools is central http://ceo.cudenver.edu/~brent_wilson/acttheory.html
- 30. The Activity Theory model www.edu.helsinki.fi/activity/6b0.htm Object Subject Tools Division of labor Rules Community Outcome
- 31. Teaching and learning as activities • Break teaching and learning down into tasks – (M. Allyson Macdonald 2003) • Identify the tasks as performed on the web in distance learning and teaching • Get a better understanding of how ICT-tools used to mediate teaching and learning are affecting the task • Identify underlying conceptions of learning in activities performed or planned by the teacher – and mediated through ICT-tools
- 32. Twining’s CPF (computer practice framework) • Developed to evaluate to what extent ICT use is affecting learning activities • How much? In what purpose? In what way? • When used as a learning tool: – Support • Improving efficiency – no change of content – Extend • Content and/or process are different – but ICT not necessary – Transform • Content and/or process are different – not possible without ICT
- 33. ICT as a tool for teaching and learning in distance education • Possibilities and constraints of the tool? – McLuhan: The medium is the message – David Wood 1998: • computer-based teaching systems have their roots in assumptions about theories of how students learn • any limitations of the theory will be inherited by the system • intelligent users of such systems in education must measure their promise against our general knowledge of how people learn
- 34. Internet is the main tool in distance education today • Learning to understand the possibilities that lie in the tool – Access to resources – Publish learning products – Communicate and collaborate – Multimodal representations, multimedia and hypertext possibilities – Technical constraints caused by e.g. bandwidth
- 35. Available tools for teaching tasks • Main categories – E-mail – E-mail list servers – Conference systems – Course management tools or course- ware: WebCT - closed – Web-editors - open or closed webs – Team or project management tools: • Lotus: QuickPlace • Microsoft: SharePoint
- 36. Sub categories – ICT-tools – The computer • Word • PowerPoint • Excel – The Internet • Discussion webs • Interactive database • blog • Chat – MSN – Management systems • Drop box for assignments in WebCT • Managing assignments – grades, feedback
- 37. Distance-teaching as activity or task Teaching activities ICT-tool Effect of ICT Structure learning process Word linear text-file Hypertext Text with icons Supports Extends Extends Provide resources List of books and journals Hypertext links to sound and videofiles and interactive assignments +textfiles Supports Extends Transforms Reading instruction Word linear text-file Hypertext Text with icons PowerPoint slides with or without talk Supports Extends–Transforms Supports Supports
- 38. Distance-teaching as activity or task Teaching-activities ICT-tool Effect of ICT Assignment instruction Word or PPT WebQuest with links web page with icons and photos Supports Extends Extends Feedback and evaluation Closed grading system WebCT Interactive exams Open space to share documents Supports Extends Transforms Motivation and enhancing empathetic atmosphere. Cultivate the social Creating nice learning environment on the web. Take part in students’ discussion Chat – MSN Using pictures Using sound - talk Extends–Transforms Supports Transforms
- 39. Distance-learning as activity or task Learning-activities ICT-tool Effect of ICT Discussion E-mail E-mail postlist Threaded discussion webs Supports Transforms Collaborative projects Telephone E-mail Chat File-exchange by attachments Share Point Supports Extends Transforms Present learning products Word file as attachment PPT-presentation Webs - digital portfolios Supports Supports Transforms
- 40. Distance-learning as activity or task Learning-activities ICT-tool Effect of ICT Find and evaluate relevant resources Search engines Databases Supports Supports Peer support Chat E-mail Telephone Discussion webs Sharing documents Supports Extends Transforms Self-reflection e.g. writing learning logs Word file log-book Write learning-log og open blogsite on the web and making links to co-students Supports Transforms
- 41. Underlying learning theories • Behaviourism – transfer of knowlegde model – Linear structure of the learning process – Reading textbooks – Answering questions – Getting the right answers from the teacher – Course webs used to exchange files – Discussion used to ask the teacher to clarify content FAQ
- 42. Underlying learning theories • Social constructivism – Dialogue as a learning tool – Collaborative assignments – Foster the learning community – Build around meaningful activity – Work with the available tools – Publish the learning products and sharing them with co-students – stressing the social construction of knowledge
- 43. ICT-tools – inherent learning theories • WebCT built on transfer model – Not easy to present and share documents with co-students – Collaborative groups are supposed to work on closed area – Students are supposed to send the teacher their assignment and get direct/personal feedback and grade – Tool for interactive multiple choice exams
- 44. Tools for constructive learning • Open web-sites where the teachers provide for resources and tools needed to learn • Use authentic tools available on the Internet • Share Point for team work • Lotus knowledge rooms Weigler • Blog-sites • Digital portfolios
- 45. Authentic learning on the Internet • Learning as an authentic activity • Using the tools available in the respective culture • Learning from real communities on the web – – how they work – rules – Which tools they are using and in what purpose – How they collaborate – division of labour – and distributed cognition
- 46. Reasearch on distance education • How is the use of ICT affecting the way the institution goes about organizing teaching and learning? • How is the use of ICT affecting the way the teachers perform their teaching activities? • How is the use of ICT affecting the way the students perform their learning activities?
- 47. Activity Theory applies well • The activity system as a unit of analysis – has been used to research the effectiveness of everyday learning environments – the relationship between the individual participant and the activity system’s purpose • Activity as mediated by tools is central http://ceo.cudenver.edu/~brent_wilson/acttheory.html
- 48. The Activity Theory model www.edu.helsinki.fi/activity/6b0.htm Object Subject Tools Division of labor Rules Community Outcome
- 49. Teaching and learning as activities • Break teaching and learning down into tasks – (M. Allyson Macdonald 2003) • Identify the tasks as performed on the web in distance learning and teaching • Get a better understanding of how ICT-tools used to mediate teaching and learning are affecting the task • Identify underlying conceptions of learning in activities performed or planned by the teacher – and mediated through ICT-tools
- 50. Twining’s CPF (computer practice framework) • Developed to evaluate to what extent ICT use is affecting learning activities • How much? In what purpose? In what way? • When used as a learning tool: – Support • Improving efficiency – no change of content – Extend • Content and/or process are different – but ICT not necessary – Transform • Content and/or process are different – not possible without ICT
- 51. ICT as a tool for teaching and learning in distance education • Possibilities and constraints of the tool? – McLuhan: The medium is the message – David Wood 1998: • computer-based teaching systems have their roots in assumptions about theories of how students learn • any limitations of the theory will be inherited by the system • intelligent users of such systems in education must measure their promise against our general knowledge of how people learn
- 52. Internet is the main tool in distance education today • Learning to understand the possibilities that lie in the tool – Access to resources – Publish learning products – Communicate and collaborate – Multimodal representations, multimedia and hypertext possibilities – Technical constraints caused by e.g. bandwidth
- 53. Available tools for teaching tasks • Main categories – E-mail – E-mail list servers – Conference systems – Course management tools or course- ware: WebCT - closed – Web-editors - open or closed webs – Team or project management tools: • Lotus: QuickPlace • Microsoft: SharePoint
- 54. Sub categories – ICT-tools – The computer • Word • PowerPoint • Excel – The Internet • Discussion webs • Interactive database • blog • Chat – MSN – Management systems • Drop box for assignments in WebCT • Managing assignments – grades, feedback
- 55. Distance-teaching as activity or task Teaching activities ICT-tool Effect of ICT Structure learning process Word linear text-file Hypertext Text with icons Supports Extends Extends Provide resources List of books and journals Hypertext links to sound and videofiles and interactive assignments +textfiles Supports Extends Transforms Reading instruction Word linear text-file Hypertext Text with icons PowerPoint slides with or without talk Supports Extends–Transforms Supports Supports
- 56. Distance-teaching as activity or task Teaching-activities ICT-tool Effect of ICT Assignment instruction Word or PPT WebQuest with links web page with icons and photos Supports Extends Extends Feedback and evaluation Closed grading system WebCT Interactive exams Open space to share documents Supports Extends Transforms Motivation and enhancing empathetic atmosphere. Cultivate the social Creating nice learning environment on the web. Take part in students’ discussion Chat – MSN Using pictures Using sound - talk Extends–Transforms Supports Transforms
- 57. Distance-learning as activity or task Learning-activities ICT-tool Effect of ICT Discussion E-mail E-mail postlist Threaded discussion webs Supports Transforms Collaborative projects Telephone E-mail Chat File-exchange by attachments Share Point Supports Extends Transforms Present learning products Word file as attachment PPT-presentation Webs - digital portfolios Supports Supports Transforms
- 58. Distance-learning as activity or task Learning-activities ICT-tool Effect of ICT Find and evaluate relevant resources Search engines Databases Supports Supports Peer support Chat E-mail Telephone Discussion webs Sharing documents Supports Extends Transforms Self-reflection e.g. writing learning logs Word file log-book Write learning-log og open blogsite on the web and making links to co-students Supports Transforms
- 59. Underlying learning theories • Behaviourism – transfer of knowlegde model – Linear structure of the learning process – Reading textbooks – Answering questions – Getting the right answers from the teacher – Course webs used to exchange files – Discussion used to ask the teacher to clarify content FAQ
- 60. Underlying learning theories • Social constructivism – Dialogue as a learning tool – Collaborative assignments – Foster the learning community – Build around meaningful activity – Work with the available tools – Publish the learning products and sharing them with co-students – stressing the social construction of knowledge
- 61. ICT-tools – inherent learning theories • WebCT built on transfer model – Not easy to present and share documents with co-students – Collaborative groups are supposed to work on closed area – Students are supposed to send the teacher their assignment and get direct/personal feedback and grade – Tool for interactive multiple choice exams
- 62. Tools for constructive learning • Open web-sites where the teachers provide for resources and tools needed to learn • Use authentic tools available on the Internet • Share Point for team work • Lotus knowledge rooms Weigler • Blog-sites • Digital portfolios
- 63. Authentic learning on the Internet • Learning as an authentic activity • Using the tools available in the respective culture • Learning from real communities on the web – – how they work – rules – Which tools they are using and in what purpose – How they collaborate – division of labour – and distributed cognition
- 64. The End
- 65. Levels of ICTs Constructing or design of Project Evaluation Analysis Application Exploration Storage or display Passive ACTIVE LEARNER’S ROLE Levels of ICTs for Different Learning Objectives and Roles of Learners LEARNING OBJECTIVE
- 66. Levels of ICTs for Different Teaching Uses and Roles of Teachers Levels of ICTs Management of Student Learning Collaboration/Co mmunication Research Animation/ Simulation Drill & Practice Demonstration Presentation Provider Facilitator TEACHER’S ROLE TEACHING OBJECTIVE
- 67. Infrastructure Namibia Schoolnet Pedal Power Generator Solar Energy Wind Power Generator
- 68. 5. Costing and Budgeting Total Cost of Ownership Acquisition - hardware and software Installation and configuration Connectivity Maintenance : 15-20% of initial investment Supplies: 8-10% Utilities: 4-8% Computer training 5-10% Retrofitting of physical facilities replacement costs (5-7 years) Additional Costs Acquisition and creation of content materials Orientation and training of staff Testing, evaluation and adjustment 31-48%
Editor's Notes
- #30: When analyzing a complex system like an institution, which offers flexible teacher education off campus (decentralized or distance) we find it useful to refer to activity theory. It provides an holistic approach, analyzing not the individual learner but the activity system. Activity theory is used to explore the effectiveness of everyday learning environment in research and can also be useful in the design of learning environments (Peal and Wilson 2003). Activity theory, also referred to as cultural-historical approach, is developed from the learning theories of Vygotsky and related Russian scholars who stress the social nature of human learning and the role of language as well as other tools in learning activities. The theories of Vygotsky have lead to an understanding of the role of the teacher as well as peers in scaffolding students´ learning. Constructivists stress the importance of learning as an activity where the learner is constructing her knowledge, and Vygotsky added the social dimension, emphasizing the importance of the dialogue taking place in a learning community and the important role that the teaching activities plays.
- #31: Key features of the Activity theory model are: Activities are designed to lead to an outcome Activities are carried out by subjects on objects. Activities take place within a community which has distinct social and cultural features Activities take place according to a set of rules Instruments/tools are used in activities e.g. to mediate learning. If we take the activity of the teacher educator in teacher education as an example: Teaching activities are designed to prepare teachers for the workplace according to the ideas that teachers have about the workplace Activities are carried out by teacher educators with students in mind Activities take place in a community of students situated in time and place Activities are regulated both at an institutional level and at an individual level ICT can be used as a tool to guide students through a task In the same way the students activity can be analyzed with the model as well as activities organized by the institutions. These three actors in the activity system of distance learning programs might well have different ideas about the outcome of their activities which in turn easily causes dissatisfaction. It is of special interest in this context to take into account the use of ICT as a mediating tool in learning. Distance educational programs increasingly rely on technology developements. Here it could enhance our understanding to look at theories of distributed intelligence (Pea 1993) that consider the role of tools as cultural artifacts used to solve a certain task but at the same time a person learns from the tool how to solve the task. Tools thus affect the way we learn and has been identified as effects with the tool and effects of the tool (Salomon & Perkins 1998:10). A man with a tool makes a new intellectual unit with increased capacities which can then act to enrich the respective culture.
- #32: M. Allyson Macdonald. 2003 An analytic tool for deconstructing teaching and learning tasks. BERA – conference.
- #33: The CPF is a conceptual tool for thinking about computer use. Helping individual practiotioners to develop conceptual framework through which the can better understand their own practice. It can support reflection on existing practice by providing guidance about fruitful ways to thinking about that practice. (p 350) The CPF highligts three key-questions that can help to provide clarity in thinking about and understanding the potentioal impact of ICT in education. What are your main objectives for using ICT? What impact do you want ICT-use to have on the curriculum? How much time do you want the learners to spend on using computers? (p.349)
- #34: David Wood (1998) has pointed out that computer-based teaching systems “have their roots in assumptions about theories of how children learn” (p. 295). He adds: More generally, however, it is important to recognize the theoretical assumptions about the nature of human learning and development which have inspired the design of such systems. Any limitations of the theory will be inherited by the system. .....If we are to be intelligent users of such systems in education, and not simply a dupe to a hard sales pitch, then we must measure their promise against our general knowledge of how children think and learn.” Wood, D. 1998. How children think and learn. (2nd edition). Blackwell publishing, UK and USA:
- #46: Weigel. Van B. 2002. Deep learning for the digital age. Technology’s untapped Potential to enrich higher education. QuickPlace from Lotus Notes. Transforming the classrooms into knowledge rooms.
- #48: When analyzing a complex system like an institution, which offers flexible teacher education off campus (decentralized or distance) we find it useful to refer to activity theory. It provides an holistic approach, analyzing not the individual learner but the activity system. Activity theory is used to explore the effectiveness of everyday learning environment in research and can also be useful in the design of learning environments (Peal and Wilson 2003). Activity theory, also referred to as cultural-historical approach, is developed from the learning theories of Vygotsky and related Russian scholars who stress the social nature of human learning and the role of language as well as other tools in learning activities. The theories of Vygotsky have lead to an understanding of the role of the teacher as well as peers in scaffolding students´ learning. Constructivists stress the importance of learning as an activity where the learner is constructing her knowledge, and Vygotsky added the social dimension, emphasizing the importance of the dialogue taking place in a learning community and the important role that the teaching activities plays.
- #49: Key features of the Activity theory model are: Activities are designed to lead to an outcome Activities are carried out by subjects on objects. Activities take place within a community which has distinct social and cultural features Activities take place according to a set of rules Instruments/tools are used in activities e.g. to mediate learning. If we take the activity of the teacher educator in teacher education as an example: Teaching activities are designed to prepare teachers for the workplace according to the ideas that teachers have about the workplace Activities are carried out by teacher educators with students in mind Activities take place in a community of students situated in time and place Activities are regulated both at an institutional level and at an individual level ICT can be used as a tool to guide students through a task In the same way the students activity can be analyzed with the model as well as activities organized by the institutions. These three actors in the activity system of distance learning programs might well have different ideas about the outcome of their activities which in turn easily causes dissatisfaction. It is of special interest in this context to take into account the use of ICT as a mediating tool in learning. Distance educational programs increasingly rely on technology developements. Here it could enhance our understanding to look at theories of distributed intelligence (Pea 1993) that consider the role of tools as cultural artifacts used to solve a certain task but at the same time a person learns from the tool how to solve the task. Tools thus affect the way we learn and has been identified as effects with the tool and effects of the tool (Salomon & Perkins 1998:10). A man with a tool makes a new intellectual unit with increased capacities which can then act to enrich the respective culture.
- #50: M. Allyson Macdonald. 2003 An analytic tool for deconstructing teaching and learning tasks. BERA – conference.
- #51: The CPF is a conceptual tool for thinking about computer use. Helping individual practiotioners to develop conceptual framework through which the can better understand their own practice. It can support reflection on existing practice by providing guidance about fruitful ways to thinking about that practice. (p 350) The CPF highligts three key-questions that can help to provide clarity in thinking about and understanding the potentioal impact of ICT in education. What are your main objectives for using ICT? What impact do you want ICT-use to have on the curriculum? How much time do you want the learners to spend on using computers? (p.349)
- #52: David Wood (1998) has pointed out that computer-based teaching systems “have their roots in assumptions about theories of how children learn” (p. 295). He adds: More generally, however, it is important to recognize the theoretical assumptions about the nature of human learning and development which have inspired the design of such systems. Any limitations of the theory will be inherited by the system. .....If we are to be intelligent users of such systems in education, and not simply a dupe to a hard sales pitch, then we must measure their promise against our general knowledge of how children think and learn.” Wood, D. 1998. How children think and learn. (2nd edition). Blackwell publishing, UK and USA:
- #64: Weigel. Van B. 2002. Deep learning for the digital age. Technology’s untapped Potential to enrich higher education. QuickPlace from Lotus Notes. Transforming the classrooms into knowledge rooms.