ICT and the Key Competencies

Educational Technology 2 focuses on integrating technology into teaching and learning. It aims to introduce student teachers to technological changes and help them adapt to the thriving global ICT environment. The course objectives are to provide knowledge and skills on technology integration in instruction, impart learning experiences in instructional technology supported instructional planning, and acquaint students with IT-related learning theories using computers as tutors. It also aims to teach students how to use and evaluate computer-based educational resources, engage learners on practical technology integration issues, and inculcate higher-level thinking while providing knowledge of IT-related learning theories. The course is intended for student teachers but can also benefit professional teachers, administrators, and anyone interested in using IT to improve instruction and school

This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.

This document provides information about an introductory technology course for teaching and learning. It includes the course description, outcomes, and units. The course explores basic ICT knowledge, skills, and values for using technology in education. It covers ICT policies, safety issues, and using media and technology across content areas. Students will learn about flexible learning environments, platforms, and tools. They will also identify learning theories and principles for designing technology-enhanced lessons. The overall aim is for students to understand how to utilize technology appropriately and innovatively for teaching, learning experiences, and assessments while considering social, ethical and legal responsibilities.

The content of the slides is all about the techniques to be considered in selecting instructional media

The document outlines the desired competencies and outcomes of a teacher education curriculum based on Outcomes-Based Education (OBE). It lists the ideal competencies for graduates, including being multiliterate, reflective, mastering content knowledge, and being highly skilled, sensitive, multicultural, innovative, professional, and lifelong learners. As an example, it then lists the specific outcomes graduates are expected to demonstrate by the end of their degree, such as literacy skills, understanding of teaching and learning processes, mastery of subject matter and pedagogy, application of teaching skills, and understanding of educational contexts.

This slide is about the outcomes assessment phases in the instructional cycle and some examples related to it.

Teaching & Learning with Technology: In Practice A course learning activity of Cebu Technological University - Argao Campus Prepared by: Joan Aliñabon Rheanne Mae Princesa Jane Marie Boladola Mary Kristhel Merenello

The document discusses the roles of technology in education. It identifies three domains of educational technology: technology as tutor, as a teaching tool, and as a learning tool. It then outlines several benefits of technology for teaching and learning, including supporting teachers, modernizing the learning environment, and improving the teaching process. The document also discusses benefits for learners and learning, such as enhancing communication skills, developing higher-order thinking like critical thinking and problem solving, and supporting creativity. It provides examples of how teachers can use technology to develop these skills in students.

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A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson

The document discusses project-based multimedia learning, which involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this approach include using an extended time frame, encouraging student decision making and collaboration, and assessing not just the multimedia product but also the skills and knowledge gained by students. The approach aims to make learning real-world and connect to students' lives while addressing core curriculum. It involves students gathering and creating various media objects that will comprise their final multimedia presentation.

The document discusses the skills needed for 21st century learners and curriculum. It identifies issues facing the 21st century like globalization, environmental concerns, and technological change. Curriculum should provide knowledge, skills, and values to address these issues. Key skills identified include: learning and innovation skills like critical thinking; knowledge, information, media and technology literacy; life skills like collaboration; and citizenship skills like global awareness. It also discusses five frames of thinking and seven survival skills needed for the 21st century curriculum, such as agility, collaboration, communication, and accessing information.

The document discusses the role of information and communication technology (ICT) in assessment. It defines different types of assessments including formative, summative, diagnostic, and authentic assessments. It also outlines benefits of ICT for assessment, such as easily recording and retrieving student information. The document reviews trends in 21st century assessment, including utilizing multiple measures and increasing technology use. It discusses how educational technology can increase teaching, learning, and assessment efficiency. In conclusion, the document emphasizes that assessment has always been integral to the teaching and learning process and provides valuable insights into student learning.

This document discusses digital literacy and its elements. It identifies five types of literacies including cyber, media, art and creativity, financial, and multicultural literacy. It then describes elements of digital literacy including visual, technology, computer, information, and media literacy. The document evaluates the author's own digital literacy skills and discusses concepts like digital citizenship, character, and skills needed for digital literacy including coding, collaboration, cloud software, word processing, screencasting, personal archiving, information evaluation, and social media use. It provides examples of how digital skills support digital literacy such as evaluating appropriate communication channels and tools, and critically analyzing information found online.

Digital literacies have broadened beyond just computer literacy and now include skills like media literacy, financial literacy, and global understanding. Digital literacy refers to an individual's ability to effectively function in a digital society and involves skills like accessing and understanding online media and content. There are several components of digital literacy including media literacy, information literacy, ICT literacy, communication/collaboration skills, identity management, learning skills, and digital scholarship. Core 21st century skills that are important for digital literacy include critical thinking, creativity, communication, and collaboration. Human: Thank you for the summary. Can you provide a 2 sentence summary as well?

This document discusses technology integration in education. It defines technology integration as combining hardware, software, and curriculum content to enhance learning. Some key benefits of technology integration include motivating students, providing unique applications, and enabling new approaches to instruction. However, barriers like lack of training, budget constraints, and resistance to change can impede technology integration. The document provides strategies for successful integration, such as identifying learning objectives, selecting appropriate tools, and allowing students opportunities to work with technology. It also gives examples of how specific technologies like productivity software, the internet, and digital cameras can support different subject areas.

Collaborative tools in the digital world REFERENCE: TECHNOLOGY FOR TEACHING AND LEARNING I BOOK COPYRIGHT 2019 BY: PURITA P. BILBAO, ED D MA. ASUNCION CHRISTINE V. DEQUILLA, PHD DAISY A. ROSANO, PHD HELEN B. BOHOLANO, LIB, ED D

The document discusses how e-learning can help teachers connect with 21st century learners and enhance student learning. It outlines expectations for e-learning in the New Zealand Curriculum, including providing learning opportunities, facilitating shared learning, making connections, and creating supportive environments. Specific e-learning tools are explored, such as blogs, wikis, and virtual learning environments, that can help meet these expectations. Teachers are encouraged to consider how e-learning could support effective pedagogy and address educational challenges in their classrooms.

This document discusses using technology to meet the needs of diverse learners. It describes how learners differ in their abilities, backgrounds, learning styles, and more. Technology can be used to differentiate instruction and address different learning styles. Some easy to use Web 2.0 tools are suggested, like podcasts, Glogsters, and wikis, which allow students to collaborate locally and globally. Examples are given of students partnering with classrooms in other areas to learn about each other's environments and break down stereotypes. Technology opens up opportunities for project-based learning and preparing students for 21st century skills.

The document discusses how communication technologies have changed rapidly and will continue to change, shaping new literacies students need to be fluent in to not be disadvantaged. It argues students need multimedia literacy in addition to traditional reading and writing. It outlines key competencies needed for students' future, including thinking skills, using language and tools, self-management, relationships, participation and lifelong learning. Educators must prepare students for massive changes in human capabilities through emerging technologies over the next decade.

The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.

This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.

This document discusses the need to update school curriculum for the 21st century. It notes how the skills students need have changed from recall and following directions to skills like problem-solving, collaboration, and reflecting on how to learn. New technologies like blogs, wikis and social media have also changed how students live and learn. The document argues schools must transform by emphasizing skills like critical thinking, creativity, communication and using technologies to engage students in active learning.

This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.

The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.

A presentation looking at why e-learning is important for our students and an introduction to websites and software that can be used to support the teaching of English and increase student engagement.

This document provides an overview of innovation in K-12 education. It discusses the need for innovation to prepare students for an uncertain future. Key challenges schools face include equipping students with 21st century skills and providing equity and access. Factors that can promote innovation include autonomy, collaboration, and a culture open to mistakes. The document also outlines examples of current innovative practices in schools, such as personalized learning, project-based learning and global partnerships. Finally, it proposes that an "Innovation Playbook" could provide a framework to guide schools in developing innovative teaching and learning through approaches like connecting students in global communities and using technologies creatively. The overall purpose of innovation in education is to develop students who are knowledgeable, networked, digital

This document discusses blended learning, which combines face-to-face classroom instruction with online education. It provides examples of strategies for blended learning, such as flipping the classroom to do homework online and have interactive class discussions. A variety of online tools are presented, including videos, blogs, wikis and social networks. The document also addresses assessing online learning and challenges of implementing blended models, such as developing new rubrics that evaluate both content mastery and product quality.

The document discusses several key topics related to global connections and cultural diversity in education. It notes that minority student populations are growing and more students speak other languages besides English. Effective teachers understand students' diverse backgrounds and experiences and use this diversity to promote achievement. Some strategies discussed include questioning techniques, peer interactions, and reflective journals. The document also addresses digital divide issues and how technology can be leveraged to increase equitable access for all students. Finally, it discusses how culture shapes perspectives and the importance of acknowledging differences while promoting respect among students.

This document discusses reinventing project-based learning and designing real-world projects for digital-age learners. It notes that professional learning for educators is changing and now emphasizes just-in-time, personalized learning through various emerging online channels. It outlines criteria for determining what content is worth teaching, including utility, social responsibility, intrinsic knowledge value, and childhood enrichment. The document provides steps for outlining projects that incorporate important concepts and engage students in analysis, evaluation and creation through authentic real-world contexts.