Dealing with potential pitfalls - Canada

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En provenance du cours de University of London

ICT in Primary Education: Transforming children's learning across the curriculum

46 notes

University of London

ICT in Primary Education: Transforming children's learning across the curriculum

46 notes

Why and how are teachers integrating ICT (Information and Communication Technology) into primary education? In this course we analyse examples from schools in different parts of the world, and bring professional teachers, headteachers and policymakers together to share their best ideas and inspiring stories. The materials in the course are based on studies carried out for the UNESCO Institute of IT in Education, Moscow. Learning Outcomes: to be aware of the range of reasons for using ICT to critique the strategies for developing ICT over time to analyse the strengths and weakness of different decision-making mechanisms to become familiar with a wider range of useful tools and resources for integrating ICT

À partir de la leçon

Inspiring examples and implementation concerns

This week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT. We also wish you to share and build some solutions to these concerns and problems and consider these solutions to be of different kinds: learning design, infrastructure, negotiation with parents, communities of practice, policies, staff development, pedagogical innovations, differentiation, affordable access, and teaching support.

An inspiring project that overcame some challenges16:14

Dealing with potential pitfalls - Canada9:52

Moscow School Science0:38

Challenges & obstacles - Broadclyst11:08

Challenges & obstacles - Bury13:00

Children recommendations6:27

Learning Designer - Adapt a design from the directory2:29

Rencontrer les enseignants

Professor Diana Laurillard
Professor of Learning with Digital Technologies
London Knowledge Lab, UCL Institute of Education, University of London

So, there are many small things that we've learned that we can do.

Some of the things even apply to reading strategies because when we're

trying to read a book, we like to try to understand it, pictures in our mind.

And one of the strategies that I was just working on the other day,

we came across the word coral reef.

So of course we can look that up in the dictionary, but

it's not half as good as seeing a picture of it.

So here we have an iPad, and within just a second or

two, we can go online and we can look up coral reef, Google Images.

And a child has that image in his head and it helps him to understand.

It's also just a way to develop that strategy.

That's a very small innovation, but

it could make a big difference if the student uses that.

So we've found that out.

At first when children went on Internet and we put the screen in front of them.

We said here, go do this project, go look up, say it was coral reefs.

The first thing that would happen would be,

we weren't sure of course, are they just surfing around.

What's happening, are they doing the work that they're supposed to?

So we have to also accompany,

we have learned that we have to accompany their work with some sort

of rating that they can show us what they're getting from the net.

And it's very important that they understand where to look, and

what information is good information.

So, what we use are note boxes, I have some here, I can show you them.

It was Fran Halliday who developed this at Bishop's University.

And basically when we're looking online, we look at a website and

we only can write five words here.

So if we're looking at talking about lions and how fast they might be able to run and

looking at, we would say, lions run 60 kilometers per hour.

We can't use more than five or six words.

Then, we might go to many other sites and get information, and

we have to write it here with the source.

So therefore, as a teacher, you can see that they have been to different sites.

They then take the information, and they categorize it and

they put it in their own words.

And this way we avoid the problem of cutting and

pasting which did happen somewhat at first.

There's a nice article.

And they change maybe one or two words and it's not their work.

So, that's been helpful.

And of course, when we talk about web sites,

we have to talk about which web sites.

Because I did have a student once come in, and

he thought that when Pluto was considered not a planet, he said, I found it here.

It said it blew up.

[LAUGH] So I said okay, and then you have to teach them on a daily basis.

Okay where did that information come from?

It's the questions, it's the critical thinking that we teach in other areas but

specifically for laptops and the Internet.

You have to teach them okay, .edu would be an education site.

It could be a child from primary grade with an education site from their school,

so you have to ask questions about every site.

.Gov is government, so we teach them that and

we learned that we had to teach them to question the source.

They can also look at About on every page.

You can click on About and

you will see when the site was formed and who formed it.

Then we have questions from, they're there.

From media literacy, it's from medialit.org.

Who created this message?

For advertisements, which we've talked about.

What techniques are used to attract my attention?

Specifically number five, why was this message sent?

So, that all goes with helping children to learn, to surf the web, and

to avoid information that isn't correct.

So, I think it's very important.

There are a lot of things to think about and what we try to do,

what we've done here, is that we create a code of conduct for the computers.

We talk to the children about everything in the code of conduct and

they sign it, we sign it.

For example, on these iPads, they know on the iPads and

before that when we used to have the laptops.

They know that, for example, if they're surfing and searching for information and

something inappropriate comes up, because that's likely to happen at some point.

They know that they're expected to put up their, well first of all, close it.

[LAUGH] And then put up their hand and just notify me that

I was typing in this, and this came up, and that's all.

But that let's them know that if they run into that, that's our expectation.

And we can always tell, in the classroom anyway,

because there'll be a little [SOUND] what's that?

So we know, but, it's more for them to know what's appropriate.

They also agree that they would only have one game on,

because they will like to play a game.

They know that games are to be played at their parent's discretion at their house.

Here we don't play games during class time, unless it's a math game or

their many application like that, but they know all that ahead of time.

What happens if say, if they are playing a game?

Well, they know that for one week you would not be able to take it home.

Something simple like that,

something that makes sense to go along with what they've done.

Well it if it's a challenge, it's a fun challenge because it's such a great tool.

So it keeps developing more and more.

I'll try to think of all the different ways we're using it because

we have to think about that.

We're using it in so many different ways in the classroom.

So this just opens up greater possibilities.

So I don't really find it a challenge, it's certainly not hard.

You know, children themselves, they're becoming more and

more problem solvers because they know okay, this is a new tool.

There's all these apps and so

we look together, we've learned that that is also very good.

It's good for them, it's good for us.

And for example, the other day, one of the things that we do is that we send,

they send their work to me through an app.

And I receive it, and it goes in file with their name, so

it's really nice for teachers, all the teachers would appreciate that, I'm sure.

And they were sending a video and the video wouldn't play.

Sorry, that was another time when they were sending a video for air servers.

And we wanted to project it, when it wouldn't play,

we were trying to figure out what would happen.

And one of the students just said, put it in a document and it will play,

and it did.

And how they knew that, they just explored.

So we solve problems and we know that we can solve problems together.

Their time when they would go to the lunch room [INAUDIBLE].

But once they've finished that, before the second bell.

I've given them the opportunity

to play a game.

And they also play Minecraft, so they're connected and

they are actually building things and they're communicating with each other.

>> So that's the one game they're allowed to play in class?

>> They chose that.

They choose the game.

They might be onto something else now we'll assume, but for

the first few months everyone was on Minecraft and they were creating.

>> [INAUDIBLE]

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