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En provenance du cours de University of London

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

41 notes

University of London

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

41 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

Technology opportunities

This week we aim to encourage you to know different categories of ICT tools, their affordances and different criteria to be applied when selecting them. As well as be able to analyze the needs for digital content and various strategies how to get it, share, or develop and to be aware of the potential of ICT to support computational thinking, to reflect on the needs, priorities, and future plans for further developing and extending the digital environment.

Week 4 Overview6:46

Choosing technology6:01

Digital content7:07

Computational thinking6:56

Programming0:59

Rencontrer les enseignants

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

As we have already mentioned, many teachers shared

with us their experience that the value of

educational software and particularly digital content is sometimes

underestimated as well as its quality and appropriateness.

However, our teachers emphasize that they consider digital content to

be one of the key components of the whole transition.

Together with the new productive [UNKNOWN].

Clearly, it can and should stimulate various aspects of the learning process.

And support creativity, collaboration, and all

other skills for the 21st century learning.

It should also inspire pupils by providing then

with unprecedented opportunities to discover, communicate, express themselves.

Model, observe, solve, simply to learn and develop.

In both pictures we can see what all experienced teachers do.

They combine various learning resources, some of them being digital.

Our survey validates this is a must for productive learning.

When schools report on their digital content, they usually

refer to various libraries of images and other data.

All sorts of multimedia resources and educational applications for simulations,

interactive micro worlds, games, and various subject-specific applications.

Most usual formats delivered content are presentations, text

documents, web sites, comics, puzzles, and multimedia libraries.

Only a few schools have formulated explicit sets of rubrics

to access the content and inform the process of its selection.

Teachers often stress that the most important is

how much the content supports interactivity, and creativity.

How much it meets and encourages the individual needs of the

students, and naturally the way how we use it in our classes.

Some teachers stressed that students should have access to the same digital

content also from home or from anywhere, and whenever they want to.

Let me finally share with you a quotation of Adriana from

Rio de Janeiro, one of our collaborating and well experienced teachers.

Digital content must be compatible with our [UNKNOWN].

It means, that software should be

interactive, should allow different actions, and

kids should be inspired to explore without having to give only correct answers.

Important questions is, where do we get it?

There are different strategies help provide schools

with digital content and you will be

sure to ask in one of the

following activities to think and comment about them.

Another important issue is how schools share their content and how

they share their experience of using it in their every day teaching.

Our survey shows that schools frequently organize workshops or

open days for other teachers from other schools for parents.

They often participate in various communities.

communities of practice as we say, to share with others and to learn from them.

And as illustrated in the first volume of the UNESCO IITE project outcomes,

they take part in different national and international projects and networks.

Look at the right picture from a primary school in Hungary.

It illustrates another interesting factor in the context of the digital content.

A small interactive education application developed

for primary pupils by a partner university.

This is important example of an

excellent collaboration between academia and schools.

And an example of developing the content by ourselves.

Our survey shows that teacher very often develop original content by themselves.

They create presentations, they can collect photos.

Developed mid maps record podcasts.

Create tests, quizzes, animations to do so.

They use various offering tools.

As illustrated by the left picture.

And sometimes they even use programing development

tools to creat various interactive micro worlds.

Applications and games.

As illustrated by the second picture.

Sometimes the content is being developed by the pupils

themselves, for themselves, for others, or also for younger pupils.

An instance of an excellent win-win constructive [UNKNOWN].

[BLANK_AUDIO]

When choosing and using digital content, teachers face

various challenges most frequently as they say, language issues.

Is it possible to localize the content?

In many countries and situations, teachers find it

necessary to have the content in the local language.

And other issues are whether the content allows for possible

adaptations, how to finance it, and whether it is copyrighted.

Strong tendency towards open content and

open educational resources is recognizable almost everywhere.

Teachers are often referring to quality issues.

Is it good?

Is it appropriate?

Does it support creativity?

Does it create opportunities for collaboration and multiple solutions?

And, another important issue, does it support special education needs?

In our survey, teachers are regularly referred

to their school learning management system, LMS and

how important it is as a means to delivery the digital content to their students.

We have identified different levels of using school elements

and we noticed that more experienced schools creatively exploit it.

For example, for teachers to post assignments,

manage, store, spread and share digital content.

To collect students work and in

general, administered whole teaching and learning process.

Naturally, LMS is being used by students as well.

At many schools.

At a daily basis.

However, some schools encourage also parents to use LMS as a means to monitor

the content and observe the progress of the teaching and learning process.

Or as a platform for home-school communication.

As an example later in this activity, you will be asked

to watch a presentation from a leading primary school in Singapore.

Note various ways how they use their LMS

to share digital content and build students' e-portfolios.

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