45. • Chromebook
• Google Drive
• Google+
• @GoogleForEdu
• Gmail Groups
• Google Classroom application.
• …… More & More
46. *Gamification
•للتعليم مساعدة كوسائل االلعاب استخدام
•التعاون
•اإلبداع
•التواصل
•الناقد التفكير
Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in
solving problems.
20mins (130min)
IWB’s and iPads – Adding Value? Task
Express the importance of adding value. It doesn’t matter what equipment you have, as long as you use what you have to have a positive impact.
It is not about the level of ICT integration you achieve, but about using the resources you have as best as you can:
- Technical Resources (Equipment/Personnel)
- Knowledge, Skill, Ideas Resources (Human Capital)
We should also be, being seen to make progress; to continually improve.
Trainer should focus on this point in some detail raising the idea of continual improvement. A school with all the equipment in the world may be poor at integrating ICT if it doesn’t use it correctly, while a school with little may be outstanding in its use of what it has.
Each group is now provided with a small scenario such as IWBs for all classrooms or Laptops for teachers and asked to identify the positives which each provides vs. the negatives, such as cost, which we need to weigh against the benefits.
Get feedback from each group.
20mins (130min)
IWB’s and iPads – Adding Value? Task
Express the importance of adding value. It doesn’t matter what equipment you have, as long as you use what you have to have a positive impact.
It is not about the level of ICT integration you achieve, but about using the resources you have as best as you can:
- Technical Resources (Equipment/Personnel)
- Knowledge, Skill, Ideas Resources (Human Capital)
We should also be, being seen to make progress; to continually improve.
Trainer should focus on this point in some detail raising the idea of continual improvement. A school with all the equipment in the world may be poor at integrating ICT if it doesn’t use it correctly, while a school with little may be outstanding in its use of what it has.
Each group is now provided with a small scenario such as IWBs for all classrooms or Laptops for teachers and asked to identify the positives which each provides vs. the negatives, such as cost, which we need to weigh against the benefits.
Get feedback from each group.
40mins (150min)
Blooms Pedagogy Wheel Task
Introduce the blooms taxonomy pedagogy wheel. Link the words in the active words part of the diagram to learning outcomes. Link the activities part of the diagram to what students might be asked to do.
This is a great source of ideas for how ICT might be used on your lessons.
Now this is based on iPad apps however a quick search on google will usually identify a web based or windows alternative.
Give some initial time for attendees to have a look at the wheel before moving on to the activity.
In pairs develop short activities which integrate ICT, in terms of the learning outcome, what students will do in the activity, and what software/app would be used.
Mention the fact that ICT integration may involve the teacher only in preparing so we may use skype to set up a video conference or a video app to create a video which creates a discussion point for a lesson or activity.
Have the ideas posted on the wall and provide all attendees the opportunity to review the ideas of their colleagues within the wider group.
20mins (190min)
http://fcit.usf.edu/matrix/matrix.php
Trainer introduces a matrix of integration vs student involvement and explains that it comes with sample ideas. As such it is well worth looking at.
Trainer may demonstrate by showing some of the sample ideas to the attendees.
Attendees should now examine and discuss the various ideas and examples present within the matrix
Gather feedback regarding any common issues which arise while experimenting with the matrix.
20mins (210min)
Social Media and Other Communications Safeguards Task (Teachers and Students)
Discuss the use of social media such as twitter, pinterest and instragram for getting ideas and for professional development. Also mention it in terms of use with students.
Mention the fact that both have safety concerns. In terms of with students it is student safety, and in terms of teachers it is professionalism.
Groups should now write up a list of rules/guidelines for either student or teacher use of social media/blogs and email.
Ensure that in terms of teacher use, teachers understanding the importance of personal and professional accounts and how these should not be mixed and also how they should take care as to privacy settings.
Now move on to look at twitter and pinterest as a tool for ideas and professional development, showing examples of ideas and resources available via each.
The trainer may even ask the attendees to suggest areas of interest which can then be searched upon using the social media sites.
The trainer should discuss how these sites are an invaluable resource of almost never ending ideas. With such a wealth of ideas how could we go about utilizing them in schools to bring about improvement?
Trainer leads the attendees towards suggestions such as a twitter board in the staff room or a hashtag specific to the school.
20mins (210min)
Social Media and Other Communications Safeguards Task (Teachers and Students)
Discuss the use of social media such as twitter, pinterest and instragram for getting ideas and for professional development. Also mention it in terms of use with students.
Mention the fact that both have safety concerns. In terms of with students it is student safety, and in terms of teachers it is professionalism.
Groups should now write up a list of rules/guidelines for either student or teacher use of social media/blogs and email.
Ensure that in terms of teacher use, teachers understanding the importance of personal and professional accounts and how these should not be mixed and also how they should take care as to privacy settings.
Now move on to look at twitter and pinterest as a tool for ideas and professional development, showing examples of ideas and resources available via each.
The trainer may even ask the attendees to suggest areas of interest which can then be searched upon using the social media sites.
The trainer should discuss how these sites are an invaluable resource of almost never ending ideas. With such a wealth of ideas how could we go about utilizing them in schools to bring about improvement?
Trainer leads the attendees towards suggestions such as a twitter board in the staff room or a hashtag specific to the school.
10mins (90min)
(D2_F2_Stages_Of_Integration.docx)
Trainer raises the issue that, although there are lots of different approaches to ICT integration, one aspect we cannot avoid, which was mentioned in Day 1, is the issue of managing change; teachers will have various levels of confidence with regards ICT integration.
Hooper and Reiber proposed a model that provides some guidance with regards this. Trainer should explain the model.
Express that Integration follows utilisation, so we need to get teachers using ICT and utilisation follows familiarisation, so we need to show them what is possible and get them experimenting; modelling is a very large part of getting staff to become familiar and then to use technology.
At the reorientation and evolution level, a student centred model is suggested which thereby requires the appropriate equipment so can only happen where a low ratio of students to computers exists or in specific lessons where students are in an ICT lab.
Example are to be provided for each stage.
F – Teacher experimenting on own outside lesson and maybe using internet in class or similar on rare occasions.
U – Teacher now starts to use specific ICT resources for specific activities. Such as using a mind map for brainstorming, or making students create a presentation to illustrate learning.
I – Teacher is now using ICT regularly and integrated. So ICT is now part of lessons.
R – Teacher now is looking at doing things differently due to ICT. So tasks may be made available online, blogging, etc is being encouraged. Things are now more student centered.
E – Teacher is now using ICT throughout teaching. Teacher may be using the Flipped classroom model, or be encouraging students to illustrate learning in a myriad of ways. BYOD may be in use.
15mins (100min)
Trainer focuses on the 3 stages leading to integration.
What can the attendees do to support integration
State the importance of understanding that even although some teachers may be at the stage of integration, there will be others who are not. So what can we do to support staff at each stage, or to use staff to support each other, etc.
Attendees could do this activity as a mindmapping activity with groups given different levels and asked to mind map ideas.
Trainer should gather feedback at the end of the activity.
Examples:
F
– Making support resources available for all – e.g. Guides
Support Clinic for people to come and discuss
U
Peer support networks
Sharing best practice PD
Newsletter
I
Ideas board in staffroom
More peer support
More sharing
20mins (140min) + 15min break
Trainer provides all attendees with access to the YouTube video of 70+ ideas (http://www.youtube.com/watch?v=9m4JVD9lBaM)
The trainer shows the start of the video and then asks groups to watch it and see if there are any useful ideas which they think they could take from the presentation. Attendees should complete the ideas form (D2_F7_Ideas_Form.docx)
Trainer should state that it is not required that attendees view the while video, only that they get some ideas from it. The link itself will continue to be made available via the website for this programme.
Introduce www.Keepvid.com as a method allowing for the downloading of youtube videos so that they can be played offline.
Provide a short break of 15mins at this point, to mark the middle of the session.
20mins (140min) + 15min break
Trainer provides all attendees with access to the YouTube video of 70+ ideas (http://www.youtube.com/watch?v=9m4JVD9lBaM)
The trainer shows the start of the video and then asks groups to watch it and see if there are any useful ideas which they think they could take from the presentation. Attendees should complete the ideas form (D2_F7_Ideas_Form.docx)
Trainer should state that it is not required that attendees view the while video, only that they get some ideas from it. The link itself will continue to be made available via the website for this programme.
Introduce www.Keepvid.com as a method allowing for the downloading of youtube videos so that they can be played offline.
Provide a short break of 15mins at this point, to mark the middle of the session.
10mins (250min)
Trainer raises of the digital native and digital immigrant concepts. Which category do the attendees fall into?
Trainer raises the issue of whether the categories even exist.
A digital native is someone who was born into the age of technology. Consider the picture of the young child of one or two years of age with an iPad.
A digital immigrant is someone born in the age before widespread technology use. They have immigrated into the world of technology.
What about those non-adopters of technology? What do we call them?
Also are there different extents to which a digital native is fluent with technology, or an immigrant, engages with technology?
What about the purpose of the technology…..do young digital natives tend to focus on entertainment as opposed to other uses?
Ask attendees to list technology which they make use of. Also ask them to consider which technology they believe their students make use of.
Compare and contrast the 2 lists.
10mins (20min)
Recap on sessions 1 and 2 stating that we focused on techniques and tools. The final session will focus on the future and on emerging technologies as well as briefly looking at some new technologies and how they might impact on education.
State that technology is changing very quickly and in fact the pace of technological advancement can be seen to be quickening.
Ask all participants to consider how long it took each of the below technologies to reach 50million users.
Telephone
Radio
TV
Internet
Facebook
Dropbox
Angry Birds Space
Activity done either via survey monkey survey, phone voting system or by online voting system such as PollAnywhere.
10mins (35min)
Show the Shift happens video and carry out a short discussion afterwards on how the video references how technology and the world as a whole is changing.
http://www.youtube.com/watch?v=YmwwrGV_aiE
Note that this is the 2012 version of the shift Happens video.
It originally started out as a PowerPoint presentation for a faculty meeting in August 2006 at Arapahoe High School in Centennial, Colorado, United States. The presentation "went viral" on the Web in February 2007 and, as of June 2007, had been seen by at least 5 million online viewers. Since then multiple versions have been produced as the presentation has been revised and updated however the message remains very much the same.
20mins (50min)
Discuss briefly the list mobile technologies and reference the various equipment which people have brought with them. Ask about the number of windows based machines and MacOs machines present. This 2 system predominance will be revisited later today.
Before the growth of mobile technologies, ICT focussed around desktop client computer system. So in schools this meant a small number of ICT labs.
Task: Attendees should consider the impact of mobile technology and record the advantages and disadvantages.
Gather feedback from groups.
Two key issues that should be drawn out include flexibility to spread resources across a number of classes and ability to use ICT anywhere as opposed to just in ICT Labs
Activity can be split with different groups asked to focus on different device types. Each group may be asked to create and share a presentation regarding the device they are provided with. Google drive or other sharing facility could be used in order to share presentations and allow all groups to centrally present their ideas to the larger group.
20mins (130min)
BYOD/T including the use of Mobiles within the classroom.
Ask attendees how many students have their own devices.
1) Attendees should now consider the discussion of why students should not be allowed to use devices in class and then the advantages of allowing students to use devices in class.
2) Ask attendees now to consider what we need to do in terms of managing devices which do not belong to the school – Rules, policies and communication.
3) Discuss the issue of schools deciding to allow devices just so that they can save money and how it is important that some consideration has been given as to how they will use the devices.
Task Desc: Give each group one of the three topic questions above and ask them to discuss the topic question and present the results of their discussion.
They should particularly focus on implications for learning, such as the value added to learning, or how this situation may need to be managed in order to support and encourage learning, or to prevent it from having a negative impact on learning.
20mins (50min)
Discuss briefly the list mobile technologies and reference the various equipment which people have brought with them. Ask about the number of windows based machines and MacOs machines present. This 2 system predominance will be revisited later today.
Before the growth of mobile technologies, ICT focussed around desktop client computer system. So in schools this meant a small number of ICT labs.
Task: Attendees should consider the impact of mobile technology and record the advantages and disadvantages.
Gather feedback from groups.
Two key issues that should be drawn out include flexibility to spread resources across a number of classes and ability to use ICT anywhere as opposed to just in ICT Labs
Activity can be split with different groups asked to focus on different device types. Each group may be asked to create and share a presentation regarding the device they are provided with. Google drive or other sharing facility could be used in order to share presentations and allow all groups to centrally present their ideas to the larger group.
20mins (150min)
Introduce the flipped classroom model firstly looking at the traditional classroom.
Ask if this is the best use of the available time.
Raise the issue of new content – how do we cope with learners who learn at different rates?
Also, how do students practice, without help or support at home? Especially if they are unclear or do not understand the content.
Show the flipped classroom model video.
Mention the growth in the multi-screen classrooms where classes have more than one screen display. This is where the teacher may have video or animation on one screen and be inviting comments or ideas or even a twitter feed on a second screen.
http://www.youtube.com/watch?v=iQWvc6qhTds
Flipped classroom model – The Penguin Example
http://www.youtube.com/watch?v=2H4RkudFzlc
Video regarding a science teacher
20mins (150min)
Introduce the flipped classroom model firstly looking at the traditional classroom.
Ask if this is the best use of the available time.
Raise the issue of new content – how do we cope with learners who learn at different rates?
Also, how do students practice, without help or support at home? Especially if they are unclear or do not understand the content.
Show the flipped classroom model video.
Mention the growth in the multi-screen classrooms where classes have more than one screen display. This is where the teacher may have video or animation on one screen and be inviting comments or ideas or even a twitter feed on a second screen.
http://www.youtube.com/watch?v=iQWvc6qhTds
Flipped classroom model – The Penguin Example
http://www.youtube.com/watch?v=2H4RkudFzlc
Video regarding a science teacher
20mins (150min)
Introduce the flipped classroom model firstly looking at the traditional classroom.
Ask if this is the best use of the available time.
Raise the issue of new content – how do we cope with learners who learn at different rates?
Also, how do students practice, without help or support at home? Especially if they are unclear or do not understand the content.
Show the flipped classroom model video.
Mention the growth in the multi-screen classrooms where classes have more than one screen display. This is where the teacher may have video or animation on one screen and be inviting comments or ideas or even a twitter feed on a second screen.
http://www.youtube.com/watch?v=iQWvc6qhTds
Flipped classroom model – The Penguin Example
http://www.youtube.com/watch?v=2H4RkudFzlc
Video regarding a science teacher
20mins (150min)
Introduce the flipped classroom model firstly looking at the traditional classroom.
Ask if this is the best use of the available time.
Raise the issue of new content – how do we cope with learners who learn at different rates?
Also, how do students practice, without help or support at home? Especially if they are unclear or do not understand the content.
Show the flipped classroom model video.
Mention the growth in the multi-screen classrooms where classes have more than one screen display. This is where the teacher may have video or animation on one screen and be inviting comments or ideas or even a twitter feed on a second screen.
http://www.youtube.com/watch?v=iQWvc6qhTds
Flipped classroom model – The Penguin Example
http://www.youtube.com/watch?v=2H4RkudFzlc
Video regarding a science teacher
15mins (170min)
Mention the long held belief that students learn best through play and through games – Now this does not refer only to computer games but to games in general – Games engage students. How often do students hit obstacles in learning and give up saying “I cant do this” however provide them an obstacle in a computer game and they will look for solutions and repeatedly try until they succeed. Part of this is intrinsic motivation, part is game design.
Task: Consider games and discuss how games might help students develop 21st century skills.
Now computer games present new possibilities.
Students often engage in computer games at home. This often involves problem solving. Games are now often multiplayer and played online meaning students have to communicate and collaborate. As such games hit 3 of the 4 Cs of 21st century learning.
We also have sandbox games which present an open environment where students have the ability to create. Minecraft is a popular sandbox game used in education. This then deals with the 4th C, in terms of encouraging students to be Creative.
Another option is to have students creating their own games.
It should be noted, that games are just another tool. They have their uses at certain times, with certain learning outcomes and types of students. At other times games may not be appropriate. And the constant use of games only, is unlikely to be successful.
Minecraft
http://www.youtube.com/watch?v=NhlKF4kKzi8
15mins (170min)
Mention the long held belief that students learn best through play and through games – Now this does not refer only to computer games but to games in general – Games engage students. How often do students hit obstacles in learning and give up saying “I cant do this” however provide them an obstacle in a computer game and they will look for solutions and repeatedly try until they succeed. Part of this is intrinsic motivation, part is game design.
Task: Consider games and discuss how games might help students develop 21st century skills.
Now computer games present new possibilities.
Students often engage in computer games at home. This often involves problem solving. Games are now often multiplayer and played online meaning students have to communicate and collaborate. As such games hit 3 of the 4 Cs of 21st century learning.
We also have sandbox games which present an open environment where students have the ability to create. Minecraft is a popular sandbox game used in education. This then deals with the 4th C, in terms of encouraging students to be Creative.
Another option is to have students creating their own games.
It should be noted, that games are just another tool. They have their uses at certain times, with certain learning outcomes and types of students. At other times games may not be appropriate. And the constant use of games only, is unlikely to be successful.
Minecraft
http://www.youtube.com/watch?v=NhlKF4kKzi8
15mins (170min)
Mention the long held belief that students learn best through play and through games – Now this does not refer only to computer games but to games in general – Games engage students. How often do students hit obstacles in learning and give up saying “I cant do this” however provide them an obstacle in a computer game and they will look for solutions and repeatedly try until they succeed. Part of this is intrinsic motivation, part is game design.
Task: Consider games and discuss how games might help students develop 21st century skills.
Now computer games present new possibilities.
Students often engage in computer games at home. This often involves problem solving. Games are now often multiplayer and played online meaning students have to communicate and collaborate. As such games hit 3 of the 4 Cs of 21st century learning.
We also have sandbox games which present an open environment where students have the ability to create. Minecraft is a popular sandbox game used in education. This then deals with the 4th C, in terms of encouraging students to be Creative.
Another option is to have students creating their own games.
It should be noted, that games are just another tool. They have their uses at certain times, with certain learning outcomes and types of students. At other times games may not be appropriate. And the constant use of games only, is unlikely to be successful.
Minecraft
http://www.youtube.com/watch?v=NhlKF4kKzi8
20mins (150min)
Introduce the flipped classroom model firstly looking at the traditional classroom.
Ask if this is the best use of the available time.
Raise the issue of new content – how do we cope with learners who learn at different rates?
Also, how do students practice, without help or support at home? Especially if they are unclear or do not understand the content.
Show the flipped classroom model video.
Mention the growth in the multi-screen classrooms where classes have more than one screen display. This is where the teacher may have video or animation on one screen and be inviting comments or ideas or even a twitter feed on a second screen.
http://www.youtube.com/watch?v=iQWvc6qhTds
Flipped classroom model – The Penguin Example
http://www.youtube.com/watch?v=2H4RkudFzlc
Video regarding a science teacher
20mins (150min)
Introduce the flipped classroom model firstly looking at the traditional classroom.
Ask if this is the best use of the available time.
Raise the issue of new content – how do we cope with learners who learn at different rates?
Also, how do students practice, without help or support at home? Especially if they are unclear or do not understand the content.
Show the flipped classroom model video.
Mention the growth in the multi-screen classrooms where classes have more than one screen display. This is where the teacher may have video or animation on one screen and be inviting comments or ideas or even a twitter feed on a second screen.
http://www.youtube.com/watch?v=iQWvc6qhTds
Flipped classroom model – The Penguin Example
http://www.youtube.com/watch?v=2H4RkudFzlc
Video regarding a science teacher
20mins (260min)
Ask attendees to note down what they have learned.
Also ask them to discuss which ideas they liked the most. Enter into a discussion as to why attendees liked these ideas and how they might use them in lessons.
Finalise by stating that the 3 days have represented some in depth PD with plenty of discussion however PD is worthless unless it results in a change in practice in a classroom. As such each attendee needs to commit to a change.
Once attendees have committed to a change ask them to consider how they will support their colleagues and encourage greater ICT integration in their school. Ask attendees to also commit to an action related to supporting and encouraging others.
5mins (245min)
The world is changing. Are we willing to take a chance and find out what we will become, what we are capable of, or are we going to play it safe?
Also how will you encourage others to take risks and experiment – both other teachers and also students.