- Integrating Ict Into Historyeffective Curriculum Ideas Examples
- Integrating Ict Into Historyeffective Curriculum Ideas 4th Grade
Integrating ICT into Teacher Education Curriculum - Case Studies in Asia Each of the seven collated case studies involved a teacher-education course in Educational Technology, more specifically, an ICT-related course for pre-service teachers as well as for the retraining of teachers. The effectiveness of integrating ICT into pedagogies/teaching-learning depends on high levels of interactivity amongst and between students and instructors, and between students and the technologies they use. To locate the place of ICT in teaching and learning, it needs to see the use of ICT as part of an instructor’s pedagogy/teaching-learning.
- Integrating a curriculum with technology involves making technology into a tool to enhance learning in a content area or multidisciplinary setting. The technology should become an integral part of how the classroom functions, as accessible as all other classroom tools.
- Teaching resources, ideas and links for the Stage 2 Australian curriculum topic 'First Contacts'. In this topic, students describe people, events and actions related to world exploration and its effects, describe and explain effects of British colonisation in Australia and apply skills of historical inquiry and communication.
The teachers’ curriculum is considered a significant vehicle for the realisation of the goals of the National Curriculum Framework and consequently is designed to provide an enhanced exposure to information and resources for ongoing professional support, improved teaching-learning-evaluation-tracking, and increased productivity. Free photoshop layer style effects. The National Policy on ICT in School Education organises the competencies for ICT Literacy into three broad levels, basic, intermediate and advanced, and the curriculum subsumes them.
Basic Basics of computers and basic use of tools and techniques – operate a computer, store, retrieve and manage data, use a computer to achieve basic word and data processing tasks; connect, disconnect and troubleshoot basic storage, input and output devices. Connect to the internet, use e-mail and web surfing, use search engines; keep the computer updated and secure; operate and manage content from external devices (sound recorders, digital cameras, scanners etc.); connect, disconnect, operate and troubleshoot digital devices.
Intermediate Create and manage content using a variety of software applications and digital devices; using web sites and search engines to locate, retrieve and manage content, tools and resources; install, uninstall and troubleshoot simple software applications.
Advanced Use different software applications to enhance one’s own learning – database applications, analysis of data and problem solving, computing, design, graphical and audio-visual communication; undertake research and carry out projects using web resources; use ICT for documentation and presentation; create and participate in web based networks for cooperative and collaborative learning; become aware of issues of cyber security, copyright and safe use of ICT and take necessary steps to protect oneself and ICT resources
The content of the curriculum involves activities which simultaneously draw upon competencies from different levels, such that a completion of all levels is ensured. The ICT in Education curriculum broadly attempts to equip teachers with ICT competencies to strengthen their own professional capacities and to effectively use ICT tools and devices in their teaching- learning. Teacher will also be trained to manage the ICT environment in the school and function as a local coordinator for organising capacity building programmes.
The curriculum therefore is rolled out as a series of short courses, spanning the six strands and ensuring together the basic, intermediate and advanced levels of competence. Three induction and twenty refresher courses leading to a diploma in ICT in Education is proposed. Induction courses are to be conducted in face to face mode whereas State (SCERTs/ SIEs) may chose to conduct the refreshers in face to face or in online mode.
● Induction 01* (For beginners) – 10 days (4 credits)
● Refresher 01 -10 (For all teachers) – Each refresher 40 hours: 24 hrs of transaction and 16 of project & presentation (20 credits)
● Induction 02 (For all teachers) – 5 days (4 credits)
(*Note – A large number of teachers are likely to have been trained or acquired qualifications making them advanced users of ICT. Such teacher shall be permitted to complete all activities and assignments populating their e-portfolio at their own pace without attending the face to face training.)
In addition, advanced refreshers (11-20) and induction 03 are available to extend teachers a range of exposure to ICT. State may choose some or all based on the availability of time/ resources. Refresher 14 to 17 will include optional courses; a number of subject specific courses will be offered under the advanced refreshers so that the teacher may choose minimum of any four courses from them. Based on developments in the field of ICT and ICT in Education, newer modules will be continuously added and teachers can be encouraged to undertake the module.
After undergoing this course the teacher will be able to:
1. Effectively use ICT tools, software applications and digital resources
2. Integrate ICT into teaching-learning and its evaluation
3. Acquire, organize and create her own digital resources
4. Participate in the activities of teachers’ networks
5. Participate in the evaluation and selection of ICT resources
6. Practice safe, ethical and legal ways of using ICT
7. Use ICT for making classroom processes more inclusive and to address multiple learning abilities
Technology integration is an important way to create meaningful learning experiences. Lesson planning for teachers can be overwhelming when incorporating the use of computers in activities. In this article, the process for integrating technology is outlined in four easy steps.
Technology Integration Lesson Planning Process
When designing computer-based activities, give consideration to how technology can be used to acquire, organize, demonstrate, and communicate information. The planning process for technology integration is similar to planning a curriculum unit. The main differences are HOW the students acquire the knowledge and skills, HOW they demonstrate and apply the knowledge and skills, and HOW learning will be assessed or evaluated. These differences have a major influence on the structure of a lesson plan as they incorporate the use of the computer.
In addition to the skills and knowledge that must be taught as part of the curriculum, consideration must also be given to the technology skills students need to learn. Often teachers assume that the students will figure it out on their own. However, this can waste instructional time. It is a good idea to plan ahead, so that the time in the computer lab is well spent.
Step 1: Examine Curriculum Documents
- select the topic
- identify learning objectives within a subject
Step 2: Determine Knowledge and Skills
- determine students’ background knowledge and existing technology skills
- decide how students will acquire new knowledge and skills
- gather resources required to achieve instructional goals
Step 3: Select a Technology Product to Apply Learning
- choose a technology-based product for students to create
- outline the content it will contain
- select the software program(s) needed
- list the technology skills required to complete the task
Step 4: Select a Method of Assessment and Criteria for Evaluation
- determine the method of assessment
- set the criteria to evaluate the technology product with a focus upon content,
quality of information, layout and design, and technology skills demonstrated
Integrating Ict Into Historyeffective Curriculum Ideas Examples
Technology Integration Sample: Lesson Planning for Teachers
Imagine you are planning an endangered species unit.
Step 1 Examine Curriculum Documents: As part of this unit, your students must investigate how animals have adapted to their environment and analyze the effects of human activities on habitats. You decide that you are going to integrate technology to achieve these aims.
Step 2 Determine Knowledge and Skills: One of your first considerations is what your students already know about the computer. They need to have basic computer skills. For example, they need to know how to use the keyboard and mouse, login to the computer, open and close programs, and save files. If your students do not possess these skills, you will need to teach them.
Another consideration is what your students know about endangered species and what they still need to learn. You may decide that in addition to books, your students will use the Internet to research. However, they may not have the skills to use the Internet. Perhaps students have never used a web browser or search engine. This means that you will need to teach these skills as well.
Step 3 Select a Technology Product: You decide your students will write a brief report about their animal using a word processing program. The report will include facts and pictures. Again, your students may not possess the technology skills necessary to complete this task, so you will need to teach them.
Step 4 Select a Method of Assessment and Criteria for Evaluation: Upon completion of the report, you will evaluate the work. Consider a method of assessment and criteria for evaluation. When selecting the criteria, decide if you plan to evaluate only the content and design of the report or if you will also include the application of technology skills.
Integrating Ict Into Historyeffective Curriculum Ideas 4th Grade
Lesson planning for teachers involving technology integration can be simple. Planning ahead is the key to success.