MODULE 6 ICT LEARNING & 21 st century learners
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Transcript of MODULE 6 ICT LEARNING & 21 st century learners
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MODULE 6ICT LEARNING & 21ST CENTURY LEARNERS
Presenter: Associate Professor Dr Rosseni Din
Venue: Politeknik Ungku Omar, IpohDate: 20-23 May 2013
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"If we teach today as we taught yesterday, we rob our children of
tomorrow" ~ John Dewy ~
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Objectives To describe 21st century learners
To discuss how to teach the 21st century learner
To determine teacher’s perceptions and barriers in using ICT
To enrich and empower every educator with ICT skills and tools for enhancing learning effectiveness among students.
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Video Clips How will you teach me in the 21st century
21st Century Learners
Technology 21st Learning Teacher
Teaching in the 21st century classroom
ICT Learning
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Introduction
Students’ higher-order thinking skills are enhanced in learning environments where ICT is used (Allegra, Chifori, & Ottaviano, 2001; Boshuizen & Wopereis, 2003; Lim & Chai, 2004; Naidu et al., 2002; O’Mahony, 2003; Sandholtz, Ringstaff, & Dwyer, 1997).
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Introduction ICT increases teacher efficiency and can
reduce teachers’ time spent performing administrative tasks (Koszalka & Wang, 2002; Melle, Cimellaro, & Shulha, 2003; Roblyer, 2003; Sandholtz et al., 1997).
It is important for both students and teachers to use ICT regularly in their courses (Figg, 2000; Loveless, 2003; Melle et al., 2003; O’Mahony, 2003; Tubin, Mioduser, Nachmias, & Baruch, 2003; Watson, 2001).
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21st Century Learners
Credit: David Julian
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Characteristics of 21st Century Learners
. . . will use technologies that haven’t been invented
. . . networked
. . . multi-tasker
. . . digitally literate
. . . craves interactivity
. . . strong visual-spatial skills
. . . tethered to the internet
. . . wants to learn things that matter
. . . wants to be challenged to reach own conclusions
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Today’s Learners… Crave interactivity
Read visual images Weak reading skills
Visual-spatial skills
Parallel processing
Inductive discovery
Fast response time Short attention
span
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Teaching the 21st Century Learner Requires:
much less emphasis on the amount of material memorized
much more emphasis on making connections, thinking through issues, solving problems*
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Teaching the 21st Century Learner Learning now a life-long process of
coping with change
The content of a particular lesson less important than manipulating content resources
Learning how to learn is the basis of education
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Teaching the 21st Century Learner Teacher’s Role:
No longer the professor dispensing facts and theories Old model: primary challenge of learning is to
absorb specific information
A participant in the learning process Faculty role will be unbundled--teacher to
mentor Facilitate peer-to-peer learning
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Teaching the 21st Century Learner Instructional implications
Movement toward blended courses
More collaborative learning approaches
Continuous and formative assessment
Greater flexibility and customization of course content to meet learner needs*
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Teaching the 21st Century Learner Interactive course site features
Online quizzes
Forms for providing feedback or asking questions
Online voting
Games
Features for sharing pictures or stories
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Teaching the 21st Century Learner
Virtual discussions through threaded discussion boards, blogs, wikis, and chat
Features for creating/adding content
Videoconferencing
Online collaborations via whiteboards
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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
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To meet the challenges…
Must embrace the new technologies and appropriate the new ICT tools for learning.
Must move toward the goal of transforming the traditional paradigm of learning—”paradigm shift”(Thomas Kuhn)
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Many educators, business and government leaders believe:
a) creating a paradigm shift in views of the learning process
b) 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 meet the challenges…
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Requires both a change in the traditional view of the learning process
An understanding of how the new digital technologies can create new learning environments in which students are :
a) engaged learnersb) able to take greater responsibility for their own
learningc) constructing their own knowledge
To meet the challenges…
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Teacher Perceptions of ICT
While the majority of teachers (92% primary and 92% secondary) are interested in developing their ICT skills and knowledge, many non-computing teachers feel overwhelmed by developments
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Teacher Perceptions of ICT
They worry about the pace of developments, feel they cannot cope with the jargon associated with computers, and generally worry about their own lack of skills and knowledge compared to that of their own pupils.
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Barriers of using ICTLosing control of the learning
The majority of teachers first priority is to maintain order in the classroom and to have a controlled learning environment.
Any suggestion of adopting very innovative teaching techniques such as using ICT is therefore seen as threatening this orderly pattern and therefore not desirable.
There is a genuine fear amongst many teachers about ICT and skepticism of its value to their pupils (Cox, Preston & Cox, 2000)
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Barriers of using ICTInadequate resources
Often a difficulty for teachers who have had some training to be able to use ICT because there are insufficient ICT resources in the school or there is not enough time to review then and plan lessons incorporating their use. (Cox, Preston & Cox, 2000)
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Barriers of using ICT Lack of ICT in classrooms which follows
the lack of knowledge
Technical support
Insufficiency of in-service trainings
(Yasemin Koçak Usluel, Yasemin Demiraslan, Filiz Kuşkaya Mumcu, 2007)
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What Teachers Should Do? To be able to use ICT in the courses
effectively, teachers should; be aware of its potential,
select tools and methods which are appropriate with the needs of students,
design their teaching methods effectively,
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What Teachers Should Do?
develop new teaching strategies,
know and apply classroom management rules in order to cope with problems encountered in technology-aided learning environments (Becker, 2001; Duchateau, 1995; Gobbo & Girardi, 2001; Herzig, 2004; Milliken & Barnes, 2002; Sandholtz et al, 1997).
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What Teachers Should Do?
teacher should be equipped with the required knowledge and skills to ensure the effective integration of ICT into teaching-learning process (Cope & Ward, 2002; Galanouli, Murphy, & Gardner, 2004; Jedeskog & Nissen, 2004).
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Pedagogical Approaches Blended instruction and learning
Face-to-face interaction and activity
Online interaction and activity
Experiential interaction and activity
Allow learning to happen easily outside the classroom End of class is a transition to another learning space
More time spent with content*
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Pedagogical Approaches Collaborative learning through group/team
projects Developed using multimedia processes
Provides a more powerful learning approach than a term paper—authentic learning Looking for practical applications, real-world context Focus more on applying classroom lessons to real-life
problems, institutions, or organizations
Allows students to focus on their learning style strengths*
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• Need for development of the necessary skills at all ages, in all parts of society, to use and participate in ICT effectively.
• Such skills include functional and digital literacy, and the ability to be involved in creating and accessing content, as well as the ability to participate in an interactive electronic environment.
• Confidence also encompasses creating trust, safety and security in the use of ICT.
Confidence in IT Use
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Faculty Training We need to have a new set of
expectations of faculty
Foster a technology culture Need for continuous faculty training Resources and support should be available
Reward innovation in technology-rich learning environments
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“While ICT can never replace teachers, those
teachers who know how to use ICT effectively in their
teaching will be much more advantageous than teachers who do not use
ICT.”
Xuan Thu Dang, 2012
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THANK YOU