Directorate: Cape Teaching and Leadership Institute Intermediate Phase: Mathematics ICT IntegrationAuthor: Isabel Tarling
4. Edmodo 1. Open a new tab 2. Type in edmodo.com in the top address bar 3. Go to ‘Join a Group’4. Type in the group code provided by the facilitator.5. Create an account. 13
6. Link the account to your GOOGLE Account using the Google Button.7. There’s no need to retype all your info – just hit Create Account at the top of the screen. This should take you to your home page and the group!8. Go to your SETTINGS and add the school as: CTLI ICT Integration Courses. Once you have joined the group, you will always be part of the group.
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5. Getting connected to fellow teachersMeaningful connections between teachers can create a significant supportnetwork. Networks between teachers who deeply understand each others’ day-to-day challenges can provide ongoing support, encouragement and inspirationlong after courses like this one ends.Complete the activity, Connecting in ICT Integration. You will need to: a) Choose a number and write TAKEN on the number on slide 4. b) Find the number on the slides that follow and only write in the block with your number in. c) This activity is completed anonymously. No need to add your name. What three things did you have in common with teachers in the room? 15
6. Getting the most out of this courseSome teachers may find it very exciting to learn to innovate and create withtechnologies. For other teachers, this may be an overwhelming or scaryexperience. Since we do not all learn the same, it is important that we setguidelines or rules to protect the learning space.After completing the session on ‘Getting connected’, write the rules your groupcreated for the learning in this sessions, in the accompanying scroll. 16
Module 3) 21st century skills1. Module overviewThe 21st century skills of creativity, collaboration, communication and criticalthinking are investigated in this module.2. Outcomes # Analyse the skills learners will need in 15 - 20 years # Identify the most important 21st century skills # Create Google Slides illustrating the 21st centuryDigging deeper… Partners for 21st century www.p21.org 21st Century Framework and Definitions ‘21st Century Skills’ by Bernie Trilling and Charles Fadel3. The 4CsLearners entering the labour market in less than 12 years, are going to need verydifferent skills to the skills their parents and teachers needed when they leftschools. These skills are often called 21st century super skills: creativity,collaboration, communication and critical thinking. They are collectively termedthe 4Cs.
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CreativityCreativity and innovation often go hand-in hand, but you can be creative withoutbeing innovative, or innovative without being creative.Creativity refers to the ability to generate novel forms of thinking and doing. Itmeans looking at a challenge and coming up with as many as possible out-of-the-box ideas or ways of doing things, that could possibly solve the challenge.This may involve activities like brainstorming or word association.Innovation builds on creativity. To innovate, all the possible solutions must beevaluated to identify the best possible ones to solve the problem. Theninnovation means generating practical steps to implement the solutions inpractice.Someone can be creative without being innovative, or the other way around. Thismeans, they can possible generate many great ideas but fail to implement any ofthem. Alternatively, great inventors can listen to many hundreds or thousands ofcreative ideas and have the skill to identify the best ones and develop practicalsteps to implement this.Learners need to develop both super Creativityskills to succeed in the 21st century.# Creativity: generating novel forms is of thinking and doing# Innovation: generating practical intelligence steps to implement creative ideas
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CollaborationCollaboration refers to different ways to work together to reach a commonpurpose. It means identifying the strengths or talents of individuals, and puttingthose strengths or talents to work achieve the best possible results for the group.Just like any other skill, collaboration must be scaffolded and taught in asystematic way for learners to understand how to use it in practice.Different cloud-based tools provide opportunities to collaborate without evensitting on the same continent. In this course, we use: # Edmodo to interact and collaborate online # Google apps from the G/Drive to collaborate in real-time # Various other cloud-based tools for collaboration Collaboration refers to different ways to work together to reach a common purpose.CommunicationCommunication involves the sharing of problems or questions, ideas or solutionsas teams and groups inquire, problems solve and build answers to challengestogether. In a digital world, it means crafting messages that carries the messageclearly across to its intended audience, but also using technology to improvedifferent forms of message-sharing, individually and together. 19
Critical ThinkingCritical thinking is used in problem solving, analysis, synthesis and projectmanagement. Applying critical thinking allows learners to start building linksbetween and across curriculum subjects and seeing how the smaller pieces fitinto the big picture. Teachers can develop critical thinking by creatingopportunities for learners to tackle real-world problems, to plan and designsolutions where learners have to use technology to collaborate, problem-solveand employ higher order thinking skills.21st century skillsC Sharingthoughts, questions, ideasC and solutions.CC Working together to reach a goal – putting talent, expertise, and smarts to work. Looking at problems in a new way, linking learning across subjects and disciplines. Trying new approaches to get things done = innovation & invention.What will be your gift?When your learners leave school in a few years, what ‘gift’ will they take into ‘life’from you? Put your answer in Edmodo.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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4. What are your 21st century skills?The 4Cs are widely recognised as super skills to foster. Do you agree with 4Cs ofcreativity, collaboration, communication and critical thinking? Do you think othersare needed?Create a Google Slide presentation to demonstrate the 4 - 6 21st century skillsthat are most important to you. # Use one slide per 21st century skill # Use text boxes for headings # Use images or video to illustrate each skills # Don’t forget to have fun making your 21st century slides!A step-by-step guide for Google Slides: i. Log into Google Drive.ii. Open the Google Waffle. 21
1. Go to NEW and 2. click on Google Slides.3. Choose a theme on the right side for your slides.4. Add in a title where it says ‘Click to add title’.5. At the top left, click on ‘Untitled presentation’ and your title will copy to this.6. Use the drop-down arrow under FILE [Step 6] to insert a new slide of your choice.7. Make a slide for each one of the 21st century slides. 22
8. Insert graphics for each skill, and add a ‘Textbox’ to add in headings.5. Sharing your documentsPeer-feedback is a wonderful tool to use to get individual feedback for eachactivity. We are going to get our document’s online address and share that to theEdmodo group. In the Edmodo group, other teachers can open your documentand give you feedback. The sharing of documents will use the same processeach time so you can easily refer back to this page if you get stuck.A step-by-step guide for sharing your Google Slides document: 1. At the top right of the screen, hit ‘Share’ 2. At the bottom right of the window, go to ‘Advanced’
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3. Hit the blue ‘Change’
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4. Choose the option ‘On - Anyone with the link’
Some popular Share icons: 25
5. Choose the blue option ‘Can comment’ or ‘Can edit’6. Hit the blue ‘Save’ button 26
7. Right click on the blue address at the top - copy8. Hit the blue ‘Done’ button9. Go to Edmodo and find the thread: 21st Century Skills10. Paste your Google Slide link into the REPLY line under this thread. If the REPLY button does not change to dark blue, hit the spacebar or enter button after pasting your link then try to hit REPLY again. 27
6. Create your own website!Have you ever thought of creating your own website? Let’s give it a go! Why do I need to make a website?The website you create will serve as a virtual ePortfolio of all your work. All thedifferent tools you create, like the 21st century slides, will go into your ‘Test lab’where they can be displayed in one place. You will be assessed on the tools youplace in your ‘Test lab’ and your overall presentation of the website.Steps to get started: i. Open a new tab ii. Open the Google Waffle iii. Click on the Google Drive triangle 28
To do:1. Go to the blue button ‘NEW’2. Follow the menu to the MORE option at the bottom and shimmy over to see another menu pop up Shimmy means to glide with a swaying motion3. Click on Google Sites 29
4. Choose the theme on the right5. Insert the title6. Insert the second title7. Insert the third title8. Insert two extra pages. You need to have at least three pages in your website. a. “Home page” - that’s the one that is already there. b. “Test lab” - this is the one where you will add all the tools or things you make. c. “Contact” - Please add in details where we can get hold of you. BEWARE! Be very careful what personal information you share on the internet!9. Insert an image on each page with a short description of the page content. 30
7. Publish and share your websiteSteps to publish your site: 1. Click on the blue ‘Publish’ button on the top right of the screen. 2. Give your website a name. This is usually the same as your website name. However, if someone else has already chosen your website’s name, you will need to choose a different option. 3. Choose HOW you want to publish. Can others see your website? If not, tick the box that says ‘Request public search engines to not display my site.’ 4. Click on the blue ‘Publish’ button.
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5. Next to the blue ‘Publish’ button is a little arrow. Click the little arrow.6. Choose ‘View published site’7. Right click and copy the address to your website. Make sure it is the PUBLISHED Site.8. Paste the like to your PUBLISHED SITE into the thread in Edmodo that says: Website links Your first is not your best! Remember, the first time you make anything, it comes out less than perfect. Your first attempt is never your best attempt. In the meanwhile, relax and have fun exploring and discovering your website! 32
Module 4) Principles of ICTIntegration1. Module overviewThis module introduces some of the basic principles of ICT Integration.2. Outcomes # Understand different approaches to learning and teaching # Differentiate between Lower Order Thinking and Higher Order Thinking # Diagnose and reflect on current teaching practices # Explain why change is needed to teaching3. Learning and TeachingTeaching and learning go hand-in-hand. Humans learn from the moment they areborn and even before, experiencing, processing and interacting with stimuli fromtheir environment.Deep and meaningful learning takes place when learning material is interesting,when the student finds the learning personally useful or it addresses theirimmediate needs. Learning also becomes deep and meaningful when interactionbetween learners and content is increased.One way to encourage deep and meaningful learning is to use educationaltechnologies. Using digital tools on devices such as tablets or computers,potentially motivates learners to engage with the learning tasks and if usedeffectively, may lead to deep and meaningful learning. HOW the teacher usesthese devices is however critical. 33
Deep and meaningful learning is closely connected to the type of teaching thattakes place. To understand different types of teaching, we first have tounderstand different ways of thinking about ‘knowing’.Some people think learning is like filling a container with already existingknowledge. In each grade and class, the teacher measures out the quantity ofknowledge and provides this to learners. Learners have to remember orunderstand this knowledge and reproduce it when they are tested and examined.Knowledge is something that is fixed and stable, and something you gain. Somelearners can remember a lot of the knowledge and get high marks. Otherlearners can only remember a little, and therefore get low marks.When we see ‘knowing’ as the ability to remember orunderstand, teaching often includes drill-and-practice,chorussing or memorisation activities. 34
Another way to look at ‘knowing’ is to see it as ‘doing’, discovering and exploring,inquiry or problem solving. For example, instead of seeing knowledge asstandard and stable, knowledge is often dynamic and evolving. Knowledgechanges at an ever faster pace - remember how you grew up to remember therewere nine planets? When knowledge changes so fast, learning must change too.Learning that prepares students to work with and create knowledge in an everchanging world, is called dynamic learning. Dynamic learning is ever changing,fast-paced and constantly evolving. Dynamic learning depends on the 21stcentury super skills to take learning beyond the class, beyond the tools andbeyond the assessment mark.Dynamic learning for the 21st century does not have to be boxed in. Instead oflearning only during school hours, or only in the class, online or digital tools canallow learners to learn outside of the school 24/7. Learners can solve meaningfulreal-life problems in their communities using critical thinking, communication andcollaboration to create and innovate solutions that are novel and address theneeds to the community. They can learn beyond the test - even when marks arerewarded, their problem solving project may continue because it is not reliant onthe assessment but on the meaning it provides to the lives of others.In a world where knowledge is always changing, remembering andunderstanding needs to be supported by super thinking skills. We call theseHigher Order Thinking Skills.
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4. Higher Order thinking Skills and 21stCentury learningIn 1956 Benjamin Bloom and colleagues developed the well-known Bloom’staxonomy of thinking skills. One of the people who worked on the originaltaxonomy, Stephen Krathwohl, refined the original taxonomy in 2002. That is thecurrent taxonomy we use.Bloom’s taxonomy sees learning as deeply related to cognitive work,psychomotor or active work, and emotional work. We don’t just learn with ourheads but with our hearts too. Of course the part of learning we most often thinkabout is the cognitive that happens ‘in the head’. Cognitive learning haseverything to do with comprehension, evaluation and analysis, understandingand creation. Psychomotor or active learning, is about skills and learning in thebody - like learning to write or to use different digital tools. We learn values,attitudes and stereotypes that create different feelings and motivates us to dodifferent things. 36
Cognitive domain (knowing in the head) is about Knowledge Psychomotor domain (doing or learning in the body) is about Skills Affective domain (feelings and heart) is about AttitudeBloom’s taxonomy further distinguishes between different forms of learning.Learning places different cognitive demands on learners. When they only have toremember or understand facts, this relies on lower order thinking skills (LOTS).However, when they have to create and evaluate, they start employing higherorder thinking skills (HOTS). Lower Order Thinking Skills (LOTS); Higher Order Thinking Skills (HOTS)Learning for the 21st century cannot only rely on Lower Order Thinking Skills(LOTS) but has to develop learners ability to use Higher Order Thinking Skills(HOTS). When we design learning that emphasizes higher order thinking skillsand that involves all three learning domains, Knowledge, Skills and Attitudes, wecreate opportunities for deep and meaningful learning to take place. 37
5. Teaching Change FrameEducators across the globe use ICTs differently depending on theircircumstances and what technologies are available to them. The TeachingChange Frame (TCF) gives teachers a framework to describe how they teachwith or without technology, and then to plan how they want, or need to change tointegrate ICTs into this. This framework was developed from research conductedin urban and rural schools, resource rich and resource poor, primary and highschools, private and state-funded - basically in every type of school available inSouth Africa. This research helped us to identify different ways in which teachersintegrate or use ICTs according to the pedagogies they employ.The TCF asks teachers two basic questions and elaborate on this. 1. Look at Bloom’s revised taxonomy. Where on Bloom’s do you mostly teach? 2. Look at the way in which you use ICTs. Who decides how ICTs are used?Based on these two questions, teachers’ different ICT integration practices canbe classified in the different quadrants of the TCF: A, B, C or D.Read through the four teachers, Anna, Brian, Cina and Darian. Which one do youmostly identify with?
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Describe your teaching:1. Look at Bloom’s revised taxonomy. Where on Bloom’s do you mostly teach? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________2. Look at the way in which you use ICTs. Who decides how ICTs are used? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________3. I identify mostly with teacher ________________ on the TCF. 40
THE TEACHER CHANGE FRAMENOTES: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 41
Module 5) Lesson planning1. Start at the learningThe main focus in any learning design should always be learning, and workingwith knowledge to solve meaningful and authentic problems, and not tools thatsupport this learning. Learning designed in this way emphasizes interactionwithin the class and outside, between learners, teachers and content. Thissupports transformative learning because it sees learning as a result ofinteraction with people, resources and others. 42
When ICTs are integrated into this type of lesson plans, these tools become‘invisible’ in the learning tasks. In this way they can be used to supportknowledge creation and shared meaning making, rather than learning about thetool. It is therefore important to remember that there is a big difference betweenlearning with technology and learning about technology. Our emphasis islearning with ICTs.The starting point of any learning should be the educational goals or the learningoutcomes that need to be achieved. The first step is therefore to think aboutways that knowledge can be created, critical thinking developed and HigherOrder Thinking Skills targeted. The technology then becomes a means to makethis learning happen in the best possible way.2. Target HOTsThe next step is to scaffold the learning, and specifically focus on tasks thatdevelop skills of creativity and critical thinking.Many teachers see their role as the Sage on the Stage who has to delivercontent to learners. They use particular pedagogies to share factual knowledgeand concepts with learners.Teachers also need to teach learners about the methods of inquiry, or the criteriafor using skills, techniques or methods (Krathwohl 2002). Doing this helpslearners to develop knowledge of their own learning processes. Moving from acontent/teacher centric approach to a learner centric approach, starts withunderstanding what these pedagogies are based on. When learners create and evaluate knowledge, they engage in Higher Order Thinking Skills (HOTS).Content-centric approaches focus on remembering and understanding factualknowledge. These engage Lower Order Thinking Skills (LOTS). 43
CAPS uses Bloom’s generally and Barret’s taxonomy for Languages (see back ofCAPS document in the assessment section). CAPS encourages teachers tofocus on developing Higher Order Thinking Skills (HOTS) such as Analysing,Evaluating and Creating. Teachers are also guided to develop assessments thatinclude the right number of HOTS and LOTS questions.Digital versions of Bloom’s Taxonomy match digital tools with the different levelsof the pyramid. These are readily available on the internet and are even specificto different devices.Alternatively, you may choose to focus on the 21st century skills as thosepreviously discussed. 44
3. Choosing the right ET tools for the jobA hammer is a useful tool for knocking in nails, but a terrible tool for spreadingicing on a cake. Each tool has a specific purpose and using the right tool for thewrong purpose is as problematic as using the wrong tool for the right purpose.Thus, as has now become a repeated message, evaluate the learning outcomes,the HOTs and the types of interaction that are required to achieve this. Enhancing Learning: One of the best ways to enhance learning with technology is to design e-Learning that deliberately and purposefully designs and fosters interaction between content, pedagogy and learners using ICTs to drive learning and teaching processes.The next step is to identify tools that address this very specific focus. In thiscourse the different specialisations for languages and Maths, across Foundationto FET, will provide an introduction to many free, online tools. These are only thesmallest tip of the iceberg and many thousands are created almost daily. Thechallenge lies in evaluating the tool for its purpose and how it can effectively itcan address the learning outcomes. 45
When evaluating a potential tool that may be used to achieve a specific learningoutcome, these questions are useful: ? What is the learning outcome? ? What HOTS do I want to achieve in the learning task? ? Which tools can I possibly use? ? Are my learners and I familiar with these tools or will we have to first learn how to use it? ? How steep is the learning curve? … and is it worth it?When choosing ICT tools to integrate into learning tasks, the emphasis shouldnot be on the tool but on the learning that it needs to support. Sometimes newtools need to be learnt before they can be used.It is important to provide ongoing support to all learners when they are exposedto a new tool. Learners can help each other, or learners with advanced skills in anew tool, can make a how-to video or voice-recording to guide their friends.There are many creative and engaging options available.4. Design the eAssessmentModule 7 pays close attention to the development of eAssessment tools. Thissection only provides a short introduction and some ideas of ICT tools that canbe used for eAssessment.Successfully integrating ICTs into teaching and learning cannot end at theactivities and learning. If it does not include eAssessment, it may create theimpression that the ‘important’ parts are still reliant on paper and pen. If activitiesthat use ICTs are also assessed, this powerfully impacts how these activities areincluded into the teaching and learning happening in the class. 46
KAHOOT!KAHOOT! is an excellent online tool to use for informal assessment. Learnersdon’t need to log in or sign up but get a Game PIN CODE that they insert on theKAHOOT! homepage. They are then able to answer the questions andparticipate in the ‘game-like’ eAssessment. When they enter the game pin theyenter their name so teachers can keep track of who answered which questions.The results are immediately available and the teacher can use it straight away.QuizletQuizlet is another, similar informal eAssessment tool that provides immediatefeedback as soon as learners submit their work. However, while the sign-up forfree, it is a paid-for site and cannot be used for free.Google App toolsVarious useful -and free- Apps are part of the Google platform, and offer usefuland efficient ways in for teachers to let learners do eAssessments online, capturetheir answers and in many instances, mark these.5. Prepare the environment This section is addressed more fully in Module 8.6. Create lesson plansThis activity involves two parts, a face-to-face and an online component.Create a group lesson plan to teach in the 1-2 weeks after this session. You willfirst work together in a face-to-face session, and then move to your computerswhere you will collaborate to create the Google Slide presentation. Each personin the group will create one or more slides and present their slides at the end ofthe session. 47
Lesson planning:a) Face-to-face collaborationFind colleagues from the same grade to plan a lesson you will teach from yourCAPS in the next 1 - 2 weeks. 1. Work in groups of 3 - 4 teachers all from the same grade. 2. Identify a topic that your group will teach in the next 1 - 2 weeks from your CAPS. 3. Create a lesson plan that integrates ICTs into the lesson following the Integration Framework. 48
4. Your lesson plan will be created in G/Slide. Each person in the group willcreate at least one slide. Decide who in your group will make the followingslides:# Introductory slide: Who is in your ______________________ group? Which grade and learners ______________________ are you targeting? Etc. ______________________ ______________________# Topic slide: Which topic are you ______________________ teaching? What can you consider ______________________ prior knowledge that you are ______________________ building on? Etc. ______________________# HOTS and/or 21st century super ______________________ skills: Show which HOTS / 21st ______________________ century super skills you are you ______________________ targeting ______________________ ______________________# Tools: Describe the different ICT ______________________ tools you are using. How will ______________________ teachers from different schools use ______________________ the tools? ______________________# eAssessment: What ICT tools can ______________________ you use for formative and/or ______________________ summative eAssessment? ______________________ ______________________# Preparing to Integrate: Whenever ______________________ ICT tools are used, careful thought ______________________ needs to be give to preparations ______________________ beforehand to make sure the lesson ______________________ is a success. What preparations will ______________________ be needed to make the ICT ______________________ Integration lesson a success? ______________________ 49
5. Create your lesson plan collaboratively as a Google Slide presentation. Each person in the group must create one or more slides and present their slides at the end of the session. a. One person in the group opens a new Google Slide. b. Give it a title. Click on ‘Untitled Presentation’ to name the presentation. c. Insert at least 6 slides. d. Share the slide as ‘Can edit’. e. Insert all the email addresses of the group members on the SHARE window Once the G/Slide has been shared, all teachers return to their computers to continue collaborating online.b) Online collaboration 6. Go to G/Drive 7. Look on the left for ‘Shared with me’ 8. Find the group shared lesson. Double click to open it. 9. The owner of the slides created six slides. Find the slide you should be working on and construct the slide. 10. Use the ‘Chat’ function on the right of the screen to talk to each other. 11. Present the lesson you developed in your group. Each person presents the slide(s) they made. 50
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