7. Insert lessons in the Test Lab 1. Make a copy of the group lesson to your G/Drive. a. Go to your G/Drive b. On the left, click on ‘Shared with me’ c. Right click on the group lesson d. Chose ‘Make a copy’. This will be your individual lesson. e. Give your individual lesson a name to identify it as your individual lesson. 2. Place your group and individual lesson in your Test Lab. a. Go to your website. b. Insert your group lessons. c. Add a title and descriptive paragraph of your group lesson. d. Insert your individual lesson. e. Add a title and descriptive paragraph of your individual lesson. 51
8. Present the lesson at your school &collect evidenceYou will need to edit and refine the group lesson to match your class and schools’specific needs. If the lesson was designed for tablets but you only have acomputer lab, you need to show this. If you have neither, but want to give cellphones a try, you need to show this.Steps to include: 1. Open your individual lesson. 2. Edit the individual lesson to be specific to your context. 3. Present your lesson to your class. 4. Collect evidence of your lesson preparation. Evidence can include: # Photos # Voice recordings # Videos (these are difficult to upload so try not to make them too long) # Online pedagogic tools you createdYou will need to present your lesson and collect evidence BEFORE THE NEXTSESSION. Make sure to upload your evidence to your TEST LAB!The next session is on: _____________________________________________ 52
Module 6) Intermediate PhaseLanguage tools to supportCAPS1. Module overviewThis module prepares Intermediate Phase language teachers to integrate ICTsinto their classrooms to address the content delivery and assessmentrequirements of CAPS.2. Outcomes Create a mind-map as a prewriting activity Use the mind-map to write a descriptive paragraph 53
3. Using ICT tools in descriptive writingCAPS requires character descriptions throughout the intermediate phase. Thesection addresses different CAPS requirements with regards to the developmentof knowledge and skills in the areas of Listening and Speaking, Reading andViewing, and Writing and Presenting. It concludes by addressing eAssessmentand how formal and informal assessment may be included in the variousactivities. The writing process guides all activities to achieve the different CAPSoutcomes.CAPS Outcomes Listening & Speaking: Recall specific detail (in a text); Discuss character (plot and setting); Express opinions; Clarifying questions Reading & Viewing: Close & critical reading of text (reading comprehension); Text structures: description, main point and supporting point (narrative sequence); Reading & Viewing strategies; Impact and use of layout & design features; Key features of texts; Writing & Presenting: Pre-writing / Planning; Drafting; Revising; Editing; Proofreading; and Presenting. Language Structures & Conventions: Adjectives & Adverbs; Clauses and Phrases.Overview of activitiesIn the next session we work with the writing process from shared reading andviewing to shared writing, then group or paired writing leading to individualreading / viewing and writing. ICT tools can be very useful to support this processfor language teachers. A detailed overview of how this process may unfold in anideal situation is included overleaf. 54
• Shared writing with whole class: create a mind-map describing one character in a video• Shared writing with whole class: write a description of a character in the video• Use paragraph to identify criteria to evaluate a description (checklist / rubric)• Small groups / pairs generate a mind-map of adjectives for another character in the video; write a descriptive paragraph of that character from the mind-map• Evaluate paragraphs using the checklist / rubric; rewrite descriptive paragraph• Individuals choose a person in the class; create a mind-map of adjectives for the person and then write descriptive paragraph• Self-assess paragraph using checklist / rubric and rewrite; prepare for presentationSince there is not enough time in the short course to attend to all these steps, inthe following activities the focus falls on shared reading and viewing leading toshared writing. This prepares the way for eAssessment of this activity onceindividual learners have completed it.4. Creating a rainbow mind-mapSteps to follow:i. Open a NEW TAB.ii. Search for the Google Waffle.iii. Go to your G/Drive. 55
1. Go to NEW, then shimmy over to more and ‘+ Connect More Apps’. Once you connect an app like Mindmup to your drive, you don’t have to do it again.2. Search for Mindmup.3. Connect Mindmup to your drive. It will ask you for permission to connect to your drive so say ‘Allow’. Close the window.4. Go to NEW, shimmy over to more and open Mindmup.
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5. The central blue button is called the ‘Parent’ - write in there: ‘Colours’.6. Use the ‘Child’ buttons at the top left, or right-click and add a ‘child’ to the parent to create a mind-map of words to describe colours.7. Change the colours of the different legs of the mind-map or see if you can add pictures. 57
8. Take a screenshot of your mind-map: On a computer running Windows: a. Go to START at the bottom left on your screen. b. Search for Snipping Tool. c. Click on NEW Snipping Tool. d. Use the cropping tool to take a snapshot of the mind-map you created. e. Use the SAVE function to save a copy of your ‘Snip’ to the computer. On a Mac computer (OS): a. Press Shift-Command-4. The pointer changes to a crosshair. b. Move the crosshair to where you want to start the screenshot, then drag to select an area. While dragging, you can hold Shift, Option, or Space bar to change the way the selection moves. c. When you've selected the area you want, release your mouse or trackpad button. To cancel, press the Esc (Escape) key before you release the button. d. Find the screenshot as a .png file on your desktop. On a computer running Ubuntu: a. Open Screenshot from the Activities overview. b. In the Screenshot window, select whether to grab the whole screen, the current window, or an area of the screen. Set a delay if you need to select a window or otherwise set up your desktop for the screenshot. Then choose any effects you want. c. Click Take Screenshot. If you selected Select area to grab, the pointer changes into a crosshair. Click and drag the area you want for the screenshot. d. In the Save Screenshot window, enter a file name and choose a folder, then click Save. Alternatively, import the screenshot directly into an image-editing application without saving it first. Click Copy to Clipboard then paste the image in the other application, or drag the screenshot thumbnail to the application. 58
1. Go to NEW, then Google Doc.2. On the white page, write a title for your descriptive paragraph.3. Click on the top left, ‘Untitled publication’ and the title will copy over.4. Use the Styles function to make your title into a ‘Title font’ 61
5. Insert your mind-map image into the Google Doc. a. Click on the Insert option b. Choose image c. Use the ‘Upload’ function d. Find your mind-map image and click insert6. Use the descriptive words on your mindmap and write a descriptive paragraph about your character. “ANANSI’S AIRSHIP” BY BINE RODENBERGER (2017) 62
Module 7) eAssessment1. Module overviewThis module investigates the use of ICTs to support both learner-completed andteacher-completed eAssessments.2. Outcomes # Develop learner-completed eAssessments with ICT tools # Develop teacher-completed eAssessments with ICT tools3. Learner-complete eAssessmentseAssessment can be completed by learners in formative and summativeassessment tasks.Informal or formative assessment tasks measure the development of learningover a period, for example one or two terms.Formal or summative assessment tasks measure the milestones of learning inregular leaps, midway through or at the end of a term.ICT tools can be used very effectively to capture both informal and formalassessments. Although there are many ICT tools available to support learning,we’ll be using G/Forms to create learner-completed eAssessment tools. 63
4. Create an informal eAssessment taskFollow these easy steps: i. Open a new tab ii. Open the Google Waffle iii. Click on the Google Drive triangle 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 3. Click on Google Forms 64
4. Give your form a title by clicking on ‘Untitled form’. This should automatically transfer to the title of the form. If not, just click on ‘Untitled form’ at the top left and manually give it a title. 5. Preview your form using the eye icon. 6. If you need to make changes, go back to the ‘live form’ and fix this. 7. You will only see changes once you do another ‘preview’. 8. When you’re ready to share the form, ask a colleague to test drive it for you first. That way you can iron out any problems you might have missed out. 9. Use the SEND button at the top right to send the form for colleagues to fill in. The NUMBER 1 Rule for G/Forms: ALWAYS test drive the form before sending it to anyone to fill in.You can add the following to your form:Questions: anything you want the person to answer or write down. When you askfor a name or surname, that is a question. When you ask for the correct answerin a drop-down list, that is a question. To add a new question, hit the button.Images: You can add an image and ask questions about this. Images can beadded as stand-alone or as part of a question. If you hit the on the left of thescreen, it will add a stand-alone image and you can insert questions using .If you hit the directly next to the question, then the image will only be part ofthat one question. 65
Videos:To insert a video click on the icon on the left of the screen. You thenhit the icon to add questions below the video.Different sections: Do you like your tests or exams to have Section A, B or C? It’seasy in G/Forms! Just hit the icon and you’ll have your new section.Descriptors to accompany questions: Is a question not clear enough or does itneed some extra descriptors? Click on the three-dots at the bottom and add a‘Description’ to your question.Required questions: Do your learners often hand in tests without adding theirnames? Click on the ‘Required’ button and the test cannot be submitted untilthey’ve added in all the information or completed the question.Instant feedback: If you’d like to give learners instant feedback on their tests, theQuizz function in G/Forms allows this quite easily. To do this:1. Click on the Gear icon [ ] next to the ‘SEND’ button at the top right.2. Choose the ‘QUIZZES’ option at the top.3. Select the option at the top, ‘Make this a quiz’4. Beware! You can only use multiple choice questions in the Quizz function. If learners have to type anything, then YOU need to mark it and they cannot get their results immediately.5. Hit ‘SAVE’. 66
5. Teacher-completed eAssessmentsTeachers often have to assess learners’ projects or presentations, and thenrecord the marks in books or on paper, which is later transferred to the computer.G/Forms provide a wonderful and easy to use tool to mark assessmentsFollow these familiar steps: i. Open a new tab ii. Open the Google Waffle iii. Click on the Google Drive triangle 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 3. Click on Google Forms 67
4. Give your form a title by clicking on ‘Untitled form’. This should automatically transfer to the title of the form. If not, just click on ‘Untitled form’ at the top left.5. Create the first question as ‘Name & Surname’6. Add a new question using the We are going to create a rubric to mark with. It’s tricky to create but works extremely well.7. Change the question type to ‘Checkbox grid’8. In the ‘Rows’ section, add in the questions or descriptors you will use to evaluate with. Hit ENTER after each entry and a new option will appear.9. In the ‘Columns’ section, add in the marks, for instance, 1 - 5 or 1 - 7. Hit ENTER after each entry and a new option will appear.10. Preview your form using the11. If you need to make changes, go back to the ‘live form’ and fix this.12. You will only see changes once you do another ‘preview’.13. When you’re ready to share the form, ask a colleague to test drive it for you first. That way you can iron out any problems you might have missed out.14. Use the SEND button at the top right to send the form for colleagues to fill in.
The NUMBER 1 Rule for G/Forms: ALWAYS test drive the form before sending it to anyone to fill in. 68
Module 8) Preparing tointegrate1. Module OverviewThis module is designed to help teachers prepare the virtual and physicalenvironment for ICT integration.2. Outcomes # Know how to prepare the physical environment for ICT Integration # Know how to prepare the virtual environment for ICT Integration # Identify policy preparations that may be needed for ICT integration 69
Once the lesson plans are in place, and the ICT Integration tasks planned,teachers need to make sure that the physical environment is set up to supportthe ICT Integration lesson. Some questions may guide this preparation: What devices or tools are available for learners and/or teachers to use? Are the apps / programmes available on all devices, or would it need to be installed? Do learners and/or teachers have the necessary knowledge and skills to work with the devices and/or tools? How will knowledge, competencies and skills be transferred and integrated into the session? How can knowledge and/or skills be scaffolded to make learning fun and accessible?These kinds of questions can be grouped as preparing the physical and virtualenvironment for ICT integration. 70
3. Preparing the physical environment ofICT IntegrationPreparing the physical environment for ICT integration needs to considereverything from timetables to chargers.Here are some ideas of what to think of: Ensure ICT tools are available (book the lab, tablets, etc) & that there are enough devices for learners to use Make sure all devices are in working order Pre-load software or apps on devices before class Charge mobile devices (tablets, laptops) before each class (if possible) If there are not enough devices and learners have to share, plan how this will happen Arrange furniture in the class to accommodate sharing of devices or group work Adhere to acceptable use policy Have a back-up plan in case of technical failure Have FUN! What other physical preparations can you think of? 71
4. Preparing the virtual environment forICT IntegrationAs important as it is to prepare the physical environment for ICT integrating, it isequally important to prepare the virtual environment. That means, making sure allthe online and cloud-based tools are working, links have not stopped working orwebsite gone down for whatever reason.Some tips may help to prepare the virtual environment. The different Google apps and related tools, work best with Chrome as the internet browser. If possible, set this as the default on all devices. Some network settings will not allow changes to the default settings (to let Chrome on). Make sure to load this in advance with the network administrator’s assistance. If you designed learning that makes use of online / cloud based tools, make sure to test this on different profile log-ons. Always check websites that learners will visit before sending them there, if possible on the same day. Never check a website with the data projector projecting the image on the screen where everyone can see it. If by accident an inappropriate image flashes on the screen or an undesirable advert pops up, the whole class would have seen it. 72
Other questions that teachers should consider when preparing the virtualenvironment: # Is the eActivity at the appropriate age and ability level of learners? Very often activities look great but they are either too easy or too difficult for learners. # Does the eActivity directly address learning outcomes from CAPS? ○ The focus should always fall on content that directly addresses CAPS. ○ ‘Nice-to-do’s’ can be included if time allows. # Play with and test the eActivity or particular websites online and on the devices learners will use BEFORE the lesson. # Make sure to play with devices on the school network – sometimes the school’s security settings may stop learners from accessing certain online tools at school. ○ Are log-ins required? If learners need to get their own log-in accounts, where does their personal information go? # Try and find the shortest route to the online content – it becomes very difficult to make learners all follow a complicated maze of tabs and clicks. # Spend time before each lesson reminding learners of the rules for keeping safe while working online. Display these prominently in class.
What other virtual preparations can you think of? 73
5. Preparing policiesWhen ICTs integration is planned for a school or class, many teachers, parentsand school leaders express grave concern for the virtual or cyber safety of users.Concerns more recently have focused on social media use and how to keeplearners safe in an online world. The growing prominence of online dangersespecially cyber bullying, attacks and inappropriate use of information (sharingembarrassing messages or images) has been cause for much concern in recentyears.To manage this problem, many schools and teachers completely ban the use ofthe internet. Others allow learners and teachers to access the internet but blockspecific types of sites, including social media. Mobile devices (like mobilephones) are also often banned to restrict or limit inappropriate use. Suchmeasures assume that if the school bans the internet or prevents access to theinternet, learners will be safeguarded. This leaves learners in a precariousposition. No one is teaching them how to be safe online, how to safely use theinternet and navigate the many dangers while making the most of the wonderfulonline tools.Schools who take responsibility for teaching learners to be safe online, start bydrawing up a RESPONSIBLE or ACCEPTABLE USE POLICY. A responsible usepolicy assumes that learners can learn how to be responsible users, can learnhow to make informed choices and can be held accountable for their choices. Italso assumes that learners need different types of protection and access atdifferent ages.A responsible use policy is a very good starting point for schools and teacherswho want to use online resources for 21st century eTeaching and Learning. Aresponsible use policy needs to protect users and provide access. A responsibleuse policy that has an immediate impact on all users should be written with allusers including learners, teachers, parents and school leaders. Examples: http://www.doe.mass.edu/news/news.aspx?id=21148 74
Module 9) Planning to change1. Module overviewThis module equips teachers to understand, prepare for and manage changesthat may be needed when integrating ICTs at their schools and in theirclassrooms.2. Outcomes• Analyse the change process• Preparing teachers to change• Preparing teachers to manage change3. Why is change needed?In a world where the internet has made factual information available at any timefrom any number of devices, teachers question their role in learning. Becauseteachers are no longer the only source of knowledge some teachers may feelthat they may eventually become irrelevant and not be needed at all – seeing asinformation is so freely available.While it would be irresponsible to discard such vital skills as remembering andunderstanding, teachers are called to re-evaluate their role in the classroom. Inan era where factual knowledge is readily available, teachers’ role of the ‘sage onthe stage’ needs to expand.In a 21st century class, remembering and understanding knowledge is no longerthe main focus. Instead, students need to learn how to work with information, tocreate and generate knowledge that has meaning to their immediate needs or forreal-life application. This type of knowledge creation engages learners in thelearning process and sees knowledge as something you DO, a verb. It fosters 75
deep and meaningful learning that fascinates learners and motivates them towant to learn and engage more.Teachers play a critical role in preparing learners with vital critical thinking skillsand abilities of creating, evaluating and analysing knowledge. The role of the21st century teacher has expanded from Sage on the Stage to Guide on the Sidebut crucially for the future, needs to be an Active Participant in the learningprocess. They need to be open to learning with learners, together finding andmaking meaning, rather than the one merely telling them what to believe or do.4. Making change happenChip and Dan Heath write about change. They explain that when we want tochange anything in our lives, we have two parts of our mind to contend with: therational side, we call it the ‘rider’, and the emotional side, we call it the ‘elephant’.The rider and the elephant have to work together to make changes happen. If therider wants the elephant to do something that the elephant does not want to do,the rider can do very little. But if the rider can motivate the elephant, the two canmake great changes! 76
We approach any change in our lives by motivating our emotional sides or ourelephants first. You came to this course because you wanted to change how youuse ICTs in your teaching, right? If you want to achieve change, start bywondering about your reasons for wanting to change. WHY do you want to change the way in which you use ICTs in your class? What do you want to achieve? Try to write as many reasons for change as you can think of. Think about your learners, the school and your career if you get stuck.Often when there are too many challenges, or too many ‘paths’ we get paralysedand don’t know which one to choose. This leads to analysis paralysis. To avoidthis, reduce the obstacles that may stand in the way of change, and straightenthe path that you need to take.Complete the following exercise in the space provided on the following page: On the left, list the obstacles that will stand in your way of change to integrate ICTs. On the right, list ways to prevent or avoid these obstacles.
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Obstacles Ways to prevent/avoid obstacles. 78
Create a pathway to change.Step 1 Step 2 Step 3 Step 4 Goal: Goal:Goal: Goal:Change required: Change required: Change required: Change required:Digging Deeper:• Chip and Dan Heath wrote the book, How to Change when Change is Hard. Here’s the video: https://www.youtube.com/watch?v=zWWh16A0x4U and https://tinyurl.com/y9lfpysk
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About the authorIsabel Tarling completed her PhD at the University of Cape Town in EducationTechnologies. Her PhD developed the ePlay MakerSpace process employed inthis course, that equips teachers to innovate and create with technologies and totake charge of change. Isabel has extensive experience in education, havingtaught from FP to FET, and preservice teaching students at the University ofCape Town. She has published textbooks for MacMillan’s Technology for allseries, Oxford University Press’ English for Success, and Gr 4 - 9 Life Sciencefor Siyavula. She has researched teaching and learning in South African schools,from the schools in greater Cape Town to the rural communities in the Karoo andNorthern Cape.
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Author: Isabel Tarling - [email protected] and format: Willie Knoetze - [email protected] 89
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