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DESIGN OF TECHNOLOGY – DRIVEN LESSON
1. ADAPTOR - As 21st Century teacher we must be able to adapt the curriculum and the
requirements to teach to the curriculum in imaginative ways. We should also be able to
adapt to the new software and hardware. So that we could be dynamic teachers. When
it all goes wrong in the middle of a class, when the technologies fail, the show must go
on. As an educator, we must understand and apply different learning styles. We must be
able to adapt our teaching style to be inclusive of different modes of learning.
2. COMMUNICATOR - The 21st Century teacher, as a communicator, must be fluent in
tools and technologies that enable communication and collaboration anywhere, anytime.
They do not only know how to do communication, they also know how to facilitate,
stimulate, control, moderate, and manage communication.
3. LEARNER - The 21st Century teacher, as a learner, must be lifelong learners; continue
to absorb experiences and knowledge; endeavor to stay current; change and learn as the
horizons and landscape changes. We must learn to adapt
4. VISIONARY - Imagination, a key component of adaptability, s a crucial component of
the educator of today and tomorrow. We must see the potential in the emerging tools and
web technologies, grasp these and manipulate them to serve their, and our needs. We
need to be visionary teacher that can look at others ideas and foresee how they would use
these in their class.
5. LEADER - The 21st Century teacher, as a leader, leads by example by championing
processes and modeling skills—walks the talk; is an advocator, early adopter—a
maverick; set clear goals and objectives crucial to the success of a project
6. MODEL - We must model the behaviors that we expect from our students, As 21st
Century educator also models reflective practice, whether its the quiet, personal
inspection of their teaching and learning, or through reflective practice via TGIF and
other medium.
7. COLLABORATOR - The 21st Century teacher, as a collaborator, must be able
toleverage collaborative tools like Linkedin, Ning, Blogger, Wikispaces, Bebo, MSN,
MySpace, Slideshare, Pinterest, Instagram and Facebook to enhance and captivate our
learners. Share, contribute, adapt and invent using these collaborative tools
8. RISK TAKER -The learning pyramid shows that the highest retention of knowledge
comes from teaching others. Trust your students.
DIGITAL BLOOMS TAXONOMY
We will use technology to facilitate learning and teaching process for our learners and of
course for us. The purpose of Bloom's Digital Taxonomy is to help educators use
technology and digital tools to facilitate student learning experiences and outcomes. Each
level is paired with a description of its importance and examples of the digital tools that
connect with this taxonomy framework. Bloom’s taxonomy is a powerful tool to help
develop learning objectives because it explains the process of learning:
Before we can understand a concept we have to remember it Before we can apply the
concept we must understand it Before we analyse it we must be able to apply it Before
we can evaluate its impact we must have analysed it Before we can create we must have
remembered, understood, applied, analysed, and evaluated. Some people may argue
about that you do not require some of the stages for each and every task, action or
process; some too may argue about the necessity to reach the creation level for all
activities. This is the choice of the individual. To create an accurate conclusion, you must
have completed a thorough evaluation.
1. REMEMBERING –is the act of retrieving knowledge, At this level, the
use of basic searches is a relevant task for a student to undertake. The
student to need to identify a legitimate search engine – such as Google,
yahoo, Bing etc, and understand how it works;
Examples: Use flash cards to learn facts or definitions, create mind maps to recall list,
test learning with an( online quiz) quizlet, cram, study stack, study blue, flash card
machine
2. UNDERSTANDING - To construct meaning from written material or graphics.
Tools – Advanced searching, annotating, blog journaling, tweeting, tagging,
commenting, subscribing. Example: Create wiki page explaining a topic, summarize
learning in a podcast , Show and tell (WP, presentation – online & desktop based,
graphics, audio tools - audacity sound recorder & podcasting tools, video tools, Mind
map) Blog Journalling – This is the simplest of the uses for a blog, simply a student
“talks” “writes” or “type” a daily or task specific journal. This shows a basic
understanding of the activity report upon. The blog can be used to develop higher
level thinking when used for discussion and collaboration.
3. APPLYING - Carrying out tasks based on learning. Examples: produce a multimedia
presentation, Create an online CV. Running and operating - This the action of
initiating a program. This is operating and manipulating hardware and applications to
obtain a basic goal or objective. Uploading and Sharing - uploading materials to
websites and the sharing of materials via sites.Possible actvities Presentation -
impress, powerpoint, google,presentation, Zoho presentation, skype, interactive
whiteboard collaboration using etools, audio and video conferencing.
4. ANALYZING - Organizing concepts, or determining how each part interrelate to an
overall structure or purpose. Tools – Mashing, mind mapping, surveying, linking,
validating. Examples Graph (Spreadsheet, digitizer, online graphing tools)
Spreadsheet (Calc, excel, online spreadsheet tools) Checklist (WP, survey tools,
online polls, Spreadsheet) Chart (Spreadsheet, digitizer, mind mapping tools online
tools
5. EVALUATING – to make judgements based on criteria and standards through
checking and critiquing. Tools – Grading, networking, rating, testing, reflecting,
reviewing, blog commenting, posting, moderating Examples: Hold online
discussions, comment on an online article, peer review blog
Debate, Panel,, Report
6. CREATING - Orgnazing elements into new structure Tools – Animating, blogging,
filming, podcasting, publishing, simulating, wiki building, video blogging,
programming, directing Examples: Create a video tutorial, produce an online app,
develop interactive diagram
THE TPACK MODEL
The trained teacher I think we are all familiar with this TCPK model of Technology,
Pedagogy and Content Knowledge forwarded by Mishra and Koeler
Teaching with technology is complicated further considering the challenges newer
technologies present to teachers. In our work, the word technology applies equally to
analog and digital, as well as new and old, technologies. As a matter of practical
significance, however, most of the technologies under consideration in current
literature are newer and digital and have some inherent properties that make applying
them in straightforward ways difficult.
1. CONTENT KNOWLEDGE - Content knowledge (CK) is teachers’ knowledge
about the subject matter to be learned or taught. It is already given to us teachers
as part of their training during their under graduate years. What teachers know,
expert content, expertise of the teacher in Social Studies, English, etc. it is made
of fact, theories, concepts, evidence, it may also include the best practices and
established approaches to communicating this information to students. the
amount and organization of knowledge in the mind of the teacher
Key points If we are not comprehensive of the content student could
received incorrect information and developing misconceptions about the
content