- Integrating Ict Into Historyeffective Curriculum Ideas Preschool
- Integrating Ict Into Historyeffective Curriculum Ideas Examples
- Integrating Ict Into Historyeffective Curriculum Ideas 4th Grade
I had the privilege of presenting at “Teniamoci per mouse” an event I have attended the past four years. After getting to know the organizers I was asked to take part in the event this year as a presenter.
It is the basis of the curriculum. What is project based learning (PBL) Opinion Markham, T. (2011) in Teacher Librarian, 39(2): PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. Integration of ICT in Curriculum – The Pakistani Perspective Globalisation and technological changes are taking at a rapid pace in the world. All these changes are taking at such a pace that I, as a teacher, believe that schools and educational systems have to change the conventional methods of learning. The current state of technology integration in social studies teacher education (e.g., Berson, Mason, Heinecke, & Coutts, 2001). Some subject matter faculty have begun to integrate technology into their teaching and there are some studies of this integration (e.g., Milman & Heinecke, 2000; Easley & Hoffman, 2001).
Just like when selecting a paintbrush, the program or app that is the best one depends on the artist's needs and skills! See below for a variety of artistic applications and programs that can assist in the integration of ICT into your art classes for: Windows; Mac; iOS (iPad/iPhone) Android. Workshop on ICT-pedagogy Integration A 5-day workshop for teacher educators of TEIs focusing (one for each of the TEIs of the target country) on ICT-pedagogy integration. Effective (training) strategies on how to use ICT into different pedagogy: Pedagogical principles, supporting examples, appropriate tools, etc.
The title “L’iPad dietro e davanti ai banchi” bascially translates to “The iPad behind and in front of students desks”. I wanted to show how we at my school are using the iPad both with the students and as teachers. The important thing that I wanted to get across was that even with a limited supply of iPads (my school only has one per class and six available in a cart) you cans still do amazing things.
For what the students are doing, I spoke about using the Book Creator App that allows our students to create their own textbook that demonstrates what they have learned in their units. Another app for students was Keynote where we are having our year 5 students work together in groups to create a pechakucha. A pechakucha is basically a very organized presentation where you show 20 images for 20 seconds each while you present.
For the part about the teachers using iPads, I mentioned how they are using the iPads to document learning and uploading information to the school website and twitter accounts. The app I featured is NearPod which allows teachers to share a presentation and collect real-time answers from students.
I did make a side note about the ColARmix App which creates an augmented reality from a child’s coloring sheet.
It was a great experience for me not only because I was able to present but that I had to present in Italian. It was probably the largest crowd that I have spoken to at a professional event in my second language.
Integrating Ict Into Historyeffective Curriculum Ideas Preschool
Information and Communication Technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding of ICT and mastering the basic skills as part of the core of education, alongside reading, writing and numeracy. The recent efforts of the Government of India (GOI) seek to deepen the use of ICT in almost every sphere of life. The Digital India Campaign (2015) strives to transform India into a digitally empowered society and knowledge economy by focusing on the three vision areas: Digital Infrastructure as Core Utility to Every Citizen, e-Governance and Services on Demand and Digital literacy and empowerment of citizens. The three cardinal principle of the draft New National Education Policy (2016) viz., access, equity and quality could be served well by harnessing the huge potential of ICT.
The present curricula for ICT in education is a step towards realizing the goals of both the National Policy, the National Curriculum Framework (2005) and the recommendations of Digital India Campaign. It has factored in the rapid evolution of technologies and the ground realities of Indian school systems. For the teacher, it is an initiation into exploring educational possibilities of technology, learning to make the right choices of hardware, software and ICT interactions, and more importantly, growing to become a critical user of ICT. For the student, it is an initiation into creativity, problem solving, and an introduction to the world of information and technologies which could also shape career pursuits.
ICT distinguish themselves from other technologies by their rapid evolution, defeating attempts to define a curriculum which can serve the schools for a while. Keeping up with the changes require constant upgradation and at times, unavoidable replacements, which makes it an expensive proposition. Given the dynamic nature of the field, the curricula, emphasising the core educational purposes, are generic by design and focus on a broad exposure to technologies aimed at enhancing the creativity and imagination of the learners. Recognising that teachers as a group represent varying levels of exposure to ICT, the curriculum for teachers attempts to fast track them into becoming proficient users of ICT by defining milestones and an evaluation system that allows for
teachers to assess their readiness and decide their pace through the course.
Based on the size of the school, the infrastructure available and other related issues like availability of electricity, students may have varying access to the ICT facilities and resources. The student’s curriculum, therefore, is designed as a three year course spanning 90 weeks with three sessions per week. Schools may opt to begin the curricular programme as early as sixth grade (beginning of the upper primary stage), in any case completing the programme before the student leaves school. The ICT curriculum is a common programme for all students in school. As such it is distinct from any optional subject at the plus two stage and distinct from any vocational education programme under the NSQF..
The curricula are built around a set of guiding principles, enabling any school system to provide the right exposure to emerging technologies to build capabilities in teachers and students, not only to use technology comfortably, but also employ them judiciously to enhance their learning. The requirements of the curricula are not to be hardware or software specific. Undoing the general trend of limiting software to office applications, which are not only ill suited for educational purposes but also tend to narrow down the view of what computers and ICT can achieve, a wide range of software applications specifically designed for education are introduced. Use of proprietary software would become very expensive and make the implementation unviable. Therefore, Free and Open Source software have been suggested throughout the curricula. The use of FOSS applications will also obviate software piracy and enable customisation to suit local needs.
The curricula underscore the need for internet connectivity of adequate band- width, particularly for teachers as access to the internet is no more a matter of choice. The educational potential of internet resources and interactions are immense. It also serves the essential purpose of connecting teachers and schools to each other and contributing to bridging of divides.
Responding to the National Curriculum Framework’s observation that treating e-content as yet another teaching aid trivialises the potential of this medium and has detrimental effects on teaching-learning practices and the role of the teacher, the teachers’ curriculum emphasises the involvement of teachers in the creation of e-content, its sharing with peers and its critical evaluation. Taking cognizance of parallel efforts like the National Repository of Open Education Resources, the curriculum encourages the participation of teachers in its collaborative platform to share such evaluated creations.
2. Guiding Principles
The curricula shall be generic, drawing upon the features of a wide range of technological applications and focussing on educational purposes.
The focus of the curricula shall be on learning to compute, which includes learning to create using a variety of hardware and software ools. ICT literacy, defined as the knowledge and ability to wield tools and devices, shall be an incidental outcome of this learning.
The curricula shall provide adequate opportunity for hands on learning and open ended exploration of ICT applications. Sharing of learning and critical evaluation of the learning shall be integral to the strategy.
A healthy ICT environment requires heightened awareness of the social, ethical and legal aspects of its use. Software piracy and plagiarism shall be explicitly denounced and discouraged. Creation of original content, taking pride in the creation and duly recognising others’ contributions shall be promoted. Safe and secure use of ICT shall also be promoted.
The curricula shall promote the full utilisation of infrastructure and resources, integrating it with the school’s programme. Universal access and fostering of a sense of ownership shall be encouraged to ensure maximum impact. Innovative ways of reaching the unreached shall be promoted.
3. The Learning strands
The learning strands seek to build capacities to handling today’s and tomorrow’s technologies appropriate for use in education, capitalizing on technology to master technology, managing the ICT infrastructure, using technology to surmount barriers and to acquiring insights to lead technology educationally. The six strands are: