e-Learning and ICT Resources
As a teacher, I believe that using ICT in the classroom is something that needs to added into the routine of the lesson. As we move towards a technology-fueled future, it is important to integrate technology into the classroom.
In the UK, all research into ICT in Education is monitored by BECTA (British Educational Communications and Technology Agency). Here are some of the benefits which ICT brings to education according to recent research findings.
General benefits
● Greater efficiency throughout the school (Greene et al, 2002)
● Communication channels are increased through email, discussion groups and chat rooms
● Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students’ learning (Cox 1997)
Benefits for teachers
● ICT facilitates sharing of resources, expertise and advice
● Greater flexibility in when and where tasks are carried out
● Gains in ICT literacy skills, confidence and enthusiasm (Harrison et al, 1998)
● Easier planning and preparation of lessons and designing materials
● Access to up-to-date pupil and school data, any time and anywhere (Perry, 2003)
● Enhancement of professional image projected to colleagues
● Students are generally more ‘on task’ and express more positive feelings when they use computers than when they are given other tasks to do (Becker 2000)
● Computer use during lessons motivated students to continue using learning outside school hours (Becker 2000; Chen and Looi 1999; Harris and Kington 2002)
Benefits for students
● Higher quality lessons through greater collaboration between teachers in planning and preparing resources (Ofsted, 2002)
● More focused teaching, tailored to students’ strengths and weaknesses, through better analysis of attainment data
● Improved pastoral care and behaviour management through better tracking of students
● Gains in understanding and analytical skills, including improvements in reading
comprehension (Lewin et al, 2000)
● Development of writing skills (including spelling, grammar, punctuation, editing and re-drafting), also fluency, originality and elaboration (Lewin et al, 2000)
● Encouragement of independent and active learning, and self-responsibility for learning (Passey, 1999)
● Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
● Development of higher level learning styles (Gibbs, 1999)
● Students who used educational technology in school felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem (Software and Information Industry Association 2000)
● Students found learning in a technology-enhanced setting more stimulating and student-centred than in a traditional classroom (Pedretti and Mayer-Smith 1998)
● Broadband technology supports the reliable and uninterrupted downloading of web-hosted educational multimedia resources
● Opportunities to address their work to an external audience (Allen 1995)
● Opportunities to collaborate on assignments with people outside or inside school (Chiu 2002; Lipponen 2000; Willinsky 2000)
Benefits for parents
● Easier communication with teachers (Becta, 2001)
● Higher quality student reports – more legible, more detailed, better presented (Accounts Commission for Scotland, 1999)
● Greater access to more accurate attendance and attainment information
● Increased involvement in education for parents and, in some cases, improved self-esteem (Hennessy, 1998; National Literacy Association, 1996)
● Increased knowledge of children’s learning and capabilities, owing to increase in learning activity being situated in the home
● Parents are more likely to be engaged in the school community
You will see that ICT can have a positive impact across a very wide range of aspects of school life (C. Galea Education Officer Computer Studies, pg. 1-2, unknown date)
As a teacher, I believe that using ICT in the classroom is something that needs to added into the routine of the lesson. As we move towards a technology-fueled future, it is important to integrate technology into the classroom.
In the UK, all research into ICT in Education is monitored by BECTA (British Educational Communications and Technology Agency). Here are some of the benefits which ICT brings to education according to recent research findings.
General benefits
● Greater efficiency throughout the school (Greene et al, 2002)
● Communication channels are increased through email, discussion groups and chat rooms
● Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students’ learning (Cox 1997)
Benefits for teachers
● ICT facilitates sharing of resources, expertise and advice
● Greater flexibility in when and where tasks are carried out
● Gains in ICT literacy skills, confidence and enthusiasm (Harrison et al, 1998)
● Easier planning and preparation of lessons and designing materials
● Access to up-to-date pupil and school data, any time and anywhere (Perry, 2003)
● Enhancement of professional image projected to colleagues
● Students are generally more ‘on task’ and express more positive feelings when they use computers than when they are given other tasks to do (Becker 2000)
● Computer use during lessons motivated students to continue using learning outside school hours (Becker 2000; Chen and Looi 1999; Harris and Kington 2002)
Benefits for students
● Higher quality lessons through greater collaboration between teachers in planning and preparing resources (Ofsted, 2002)
● More focused teaching, tailored to students’ strengths and weaknesses, through better analysis of attainment data
● Improved pastoral care and behaviour management through better tracking of students
● Gains in understanding and analytical skills, including improvements in reading
comprehension (Lewin et al, 2000)
● Development of writing skills (including spelling, grammar, punctuation, editing and re-drafting), also fluency, originality and elaboration (Lewin et al, 2000)
● Encouragement of independent and active learning, and self-responsibility for learning (Passey, 1999)
● Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
● Development of higher level learning styles (Gibbs, 1999)
● Students who used educational technology in school felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem (Software and Information Industry Association 2000)
● Students found learning in a technology-enhanced setting more stimulating and student-centred than in a traditional classroom (Pedretti and Mayer-Smith 1998)
● Broadband technology supports the reliable and uninterrupted downloading of web-hosted educational multimedia resources
● Opportunities to address their work to an external audience (Allen 1995)
● Opportunities to collaborate on assignments with people outside or inside school (Chiu 2002; Lipponen 2000; Willinsky 2000)
Benefits for parents
● Easier communication with teachers (Becta, 2001)
● Higher quality student reports – more legible, more detailed, better presented (Accounts Commission for Scotland, 1999)
● Greater access to more accurate attendance and attainment information
● Increased involvement in education for parents and, in some cases, improved self-esteem (Hennessy, 1998; National Literacy Association, 1996)
● Increased knowledge of children’s learning and capabilities, owing to increase in learning activity being situated in the home
● Parents are more likely to be engaged in the school community
You will see that ICT can have a positive impact across a very wide range of aspects of school life (C. Galea Education Officer Computer Studies, pg. 1-2, unknown date)
Assessment Details
Assessment 1: Short Response Exam
During exam week, Year 8 Geography students will complete a Short Response Exam. The Exam will go for 1 hour and will contain information learned throughout the term.
The students will be given questions on the following topics: Mapping (identifying countries on a map), Longitude and Latitude, Components of a map (Title, compass, etc.) and the students will be expected to answer five (5) short response questions.
Assessment 1: Short Response Exam
During exam week, Year 8 Geography students will complete a Short Response Exam. The Exam will go for 1 hour and will contain information learned throughout the term.
The students will be given questions on the following topics: Mapping (identifying countries on a map), Longitude and Latitude, Components of a map (Title, compass, etc.) and the students will be expected to answer five (5) short response questions.
Safe, Legal and Ethical Behaviour
Students recognize and practice responsible and appropriate use while accessing, using, collaborating, and creating technology, technology systems, digital media and information technology. Students demonstrate an understanding of current ethical and legal standards, rights and restrictions governing technology, technology systems, digital media and information technology within the context of today’s society.
Students Will:
A. Understand and follow acceptable use polices (school, home and community), and understand the personal and societal consequences of inappropriate use.
B. Demonstrate and advocate for ethical and legal behaviors among peers, family, and community.
C. Practice citing sources of text and digital information and make informed decisions about the most appropriate methods for avoiding plagiarism.
D. Make ethical and legal decisions when confronted with usage dilemmas while using technology, technology systems, digital media and information technology.
E. Exhibit responsibility and Netiquette when communicating digitally.
F. Recognize the signs and emotional effects, the legal consequences and effective solutions for Cyber bullying.
G. Recognize appropriate time and place to use digital tools, techniques and resources.
H. Understand the importance of online identity management and monitoring. Advocate others to understand the importance of Online Reputation Management.
(iKeepSafe, 2011 - accessed 19.09.13)
Students recognize and practice responsible and appropriate use while accessing, using, collaborating, and creating technology, technology systems, digital media and information technology. Students demonstrate an understanding of current ethical and legal standards, rights and restrictions governing technology, technology systems, digital media and information technology within the context of today’s society.
Students Will:
A. Understand and follow acceptable use polices (school, home and community), and understand the personal and societal consequences of inappropriate use.
B. Demonstrate and advocate for ethical and legal behaviors among peers, family, and community.
- Understand and follow acceptable use policies (school, home, and community settings).
- Discuss basic issues related to responsible use of technology, technology systems, digital media and information technology and describe personal consequences of inappropriate use.
C. Practice citing sources of text and digital information and make informed decisions about the most appropriate methods for avoiding plagiarism.
- Understand and follow ethical standards of conduct (AUP, Student Handbooks, Student Code of Conduct, Honor Codes).
- Discuss definitions and basic concepts and issues related to plagiarism/electronic cheating and describe personal and societal consequences of plagiarism.
- Demonstrate appropriate strategies for avoiding plagiarism (quoting, citing, acknowledging source and/or paraphrasing).
- Discuss the importance of respecting the rights of others regarding their work.
D. Make ethical and legal decisions when confronted with usage dilemmas while using technology, technology systems, digital media and information technology.
- Discuss definitions and basic concepts and issues related to intellectual property, media copyright laws, private/public domain, fair use and file sharing.
- Describe personal and societal consequences of respecting versus ignoring rights, laws and practices such as copyright, private/public domain, fair use and file sharing.
- Understand and follow school, home and community policies on access to information resources.
E. Exhibit responsibility and Netiquette when communicating digitally.
- Recognize personal differences and practice etiquette within diverse situations.
- Recognize positive and negative social and ethical behaviors when using technology and digital media and information technology.
- Understand and discuss the signs and solutions for Cyber bullying.
- Recognize appropriate time & place to use digital tools, techniques and resources (e.g., when appropriate to use lingo & emoticons, when to use cell phone and text message).
- Apply proper netiquette- communication skills when communicating digitally.
F. Recognize the signs and emotional effects, the legal consequences and effective solutions for Cyber bullying.
- Demonstrate a thorough understanding of the signs, emotional effects, legal consequences, and effective solutions for cyber-bullying.
- Make informed choices when confronted with cyber-bullying dilemmas.
- Recognize appropriate time and place to use digital tools, techniques and resources (e.g., when appropriate to use lingo and emoticons, or when to use cell phone and text message).
- Apply proper netiquette (i.e., appropriate digital communication skills).
- Practice digital etiquette to support collaboration.
- Advocate for proper netiquette behavior among peers, family, and community.
G. Recognize appropriate time and place to use digital tools, techniques and resources.
- Understand that content posted to the web or sent through other digital means (cell phone, cameras) are accessible to a wide audience and can be permanently archived.
- Understand the importance of Online Reputation Management and Monitoring (ORM).
- Recognize positive and negative uses of electronic postings as related to ORM.
H. Understand the importance of online identity management and monitoring. Advocate others to understand the importance of Online Reputation Management.
- Understand the importance of Online Reputation Management and Monitoring (ORM).
- Recognize positive and negative uses of electronic media/postings as related to ORM.
- Demonstrate appropriate ORM strategies for protecting, monitoring and/or positively promoting personal identity.
- Analyze selected electronic media/postings and reflect, as an individual, on the appropriateness of each for effective ORM.
(iKeepSafe, 2011 - accessed 19.09.13)
References
Galea , C. Galea , 2013. Teaching and Learning with ICT. ICT Across the Curriculum, -, 5. iKeepSafe. 2011. Cyber Ethics. [ONLINE] Available at: http://www.ikeepsafe.org/educators/more/c3-matrix/cyber-ethics/. [Accessed 19 September 13]. Goodreads. 2013. Quotes About Travel. [ONLINE] Available at: http://www.goodreads.com/quotes/tag/travel. [Accessed 18 September 13]. J. V. Boettcher, Ph.D. . 2011. Ten Best Practices for Teaching Online Quick Guide for New Online faculty. [ONLINE] Available at: http://www.designingforlearning.info/services/writing/ecoach/tenbest.html. [Accessed 18 September 13]. |
|