ICT and Classroom Management Hajer Chalghoumi Postdoctoral Researcher Teacher Educator Inclusive...
-
Upload
shannon-potter -
Category
Documents
-
view
214 -
download
0
Transcript of ICT and Classroom Management Hajer Chalghoumi Postdoctoral Researcher Teacher Educator Inclusive...
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?
Step 1 • Choose your subject
Step 2 • Formulate the learning objectives
Step 3 • Look for resources
Step 4 • Design your activity
Step 5 • Design the classroom layout
Step 6 • Think of the workstations ergonomics
Step 7 • Establish a timetable
Step 8 • Determine the evaluation parameters
Step 9 • Summarize
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
Procedure
s used to
reach them
What should
we evaluat
e?
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 proceduresAdapting 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 StudentsDelegating 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 Procedure1 • 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
Main references used to make this work
• Evertson, C. M. & Weinstein, C.S. (2006). Handbook of classroom management: Research, practice, and contemporary issues. N.J.: Lawrence Erlbaum Associations Inc.
• Heide, A. & Henderson, D. (1996). The Technological Classroom: A Blueprint for Success. Toronto : Irwin Publishing.
• Association québécoise des utilisateurs de l'ordinateur au primaire et au secondaire (Aquops) (2002). Un guide de gestion de classe.
All the information presented is available on the web at:
Special Needs Opportunity Window (SNOW)
Email:[email protected]
;-)