Rc ss-137-3 net
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This document outlines an active learning science course that integrates information and communication technologies (ICT). The course aims to teach strategies that promote active learning and critical thinking through ICT tools like blogs, simulations, claymation, webquests and games. Participants will learn about constructivism, active vs. passive learning, inquiry-based learning and how to design lessons, develop assessments and evaluate ICT-integrated science lessons that enhance active learning.
Rc ss-137-3 net
- 1. RC-SS-137-3: Active Learning of Secondary Science through the Integration of ICT Apr 29 – May 23, 2013 (4 Weeks) Course Supervisor: DR. C.ANNAMALAI
- 2. RATIONALE • ICT has been playing a more significant role in the classrooms recently. • Newer ICTs are much more interactive and offers potential for sustaining strategies that promote active learning in the classroom. • Teachers need to encourage students to think critically • Strategies that promote active learning are encouraged to be used extensively in the science classroom as it improves student understanding.
- 3. Objectives The main objective of this course is to provide participants with an understanding of how strategies that promotes active learning which can be enhanced by the use of ICT. At the end of the course, participants are able to: • Acquire understanding of various strategies that enhance active learning and development of critical thinking skills; • demonstrate skills in using ICT tools for active learning of science; • develop assessment tools that measure successful use of strategies that enhance active learning in an ICT integrated environment; and • use the lesson quality improvement process to design, develop and evaluate active learning enhanced ICT integrated science lessons
- 4. Learning Theories: Constructivism Current issues & Active & Passive Learning INPUT INPUT Trends Inquiry-based Learning Active Learning of Secondary Science ICT Tools: through the Assessment: Blogs, Interactive Integration of Rubrics Simulations, Claymation, Online Assessment INPUT ICT INPUT Webquests and Game- Tools (Such as Socrative based Learning and Fluid Survey) OUTPUT Outcome/lesson plan exemplars: At least four exemplars through the integration of ICT using Blogs, Claymation, Webquests and Game-based Learning
- 5. Social Constructivism • One version of constructivist learning theory, social constructivism, emphasizes consideration of the ways a culture influences its people’s mental constructs. One major assumption about social constructivism is that “learning is collaborative with meaning negotiated from multiple perspectives (Smith & Ragan, 1999, p. 15).
- 6. • Constructivism blends well with a variety of classroom practices. Constructivist perspectives, according to Cadiero-Kaplan (1999, p. 15), lead to “discovery learning, authentic (real world) classroom tasks, social discourse as part of learning, the teacher as facilitator and resource provider, and most importantly, the students as agents over the classroom environment and learning.” (See also Randolph & Everston, 1994; St. Pierre-Hirtle, 1996)
- 7. Active learning, Critical Thinking & ICT • Fisseha (2011) and Tinio (2002) argue that learner learn as they do and, whenever appropriate work on real-life problems in-depth. Moreover, ICT makes the learning less abstract and more relevant to their life situations. • In contrast to memorization-based or rote learning, that is the feature of traditional pedagogy; ICT-enhanced learning promotes increased learner engagement. ICT-enhanced learning can also be ‘just-in-time’ learning that the learners choose what to learn when they need. • Li (2010) and Richardson’s (2004) argue that active learning involves problem-solving and enables learners to develop their critical thinking skills. They suggested weblogs or blogs have great value in the development of critical thinking skills, writing skills, and information literacy. Critical thinking is a required competency for successful learners and educators.
- 8. WEB & CONSTRUCTIVSIM • Constructivism proposes that the learner actively participates in the learning process. • This is in synchrony with the Web 2.0 paradigm, which is a highly interactive platform that stimulates user involvement and participation in the development and maintenance of content. • Web 2.0 provides leverage for the active participation of the learner in constructing their learning processes by stimulating the individual learner to construe meaning out of the content being learnt. (Enonbun, 2010)