New Module: Module 2

After viewing Module 4, please feel free to go on to Module 2.

ICT in Schools

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New Module: Module 4

After viewing Module 10, please feel free to go on to Module 4.

Assesing ICT Integration

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New Module: Module 10

After viewing Module 8, please feel free to go on to Module 10.

ICT Planning for schools

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New Module: Module 8

After viewing Module 9, please feel free to go on to Module 8.

Managing, Learning and Teaching with ICT

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New Module: Module 9

After viewing Module 7, please feel free to go on to Module 9.

ICT Leadership in schools

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New Module: Module7

After viewing Module 1, please feel free to go on to Module 7.

eLearning in the Connected Classroom

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New Module: Module1

The next Module to view after this one is Module 1.

Learning, Thinking and teaching with ICT

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CCTI - Tutor Training 11th & 12th June

Dear colleagues,

It was a pleasure being with you once again to continue the venture we began last November. Although the two days were surely intense, we had time to reflect on the last module or modules, share new ideas, and plan our way forward.

As part of the planning, we are to be involved in joining each others blog and wiki, as a result please join this blog by clicking on the Join this site under the word Followers on the right hand side or block of this page.

Please go to the CCTI - Tutor Training page to read instructions to complete the various activities set up for you.

Thanking you,
Terry-Ann Marsh-Roberts

Module 2A-4, Activity 11: Creating a Personal Learning Network (PLN)

13-03-12

I know I should have stated how my friends and colleagues should be able to join my PLN along with my strategy to create my PLN in our group discussion however, I am still going through other persons PLN so I can create one that will be of interest, where there is much need for it, and the members will be able to share information frequently.

As a result, my Personal Learning Network is in the groundwork stage for it to be set up and therefore, I hope that when my colleagues and friends receive their invitation to join that they will find it an educational tool for personal and professional development.

Module 2A-4, Activity 10: Social Media As A Professional Development Resource

19-02-12

Web-based and mobile technologies = 'social media'

What are my thoughts on this?

I believe that since there is no way of getting away from the ongoing evolution of science and technology we need to embrace it in all forms. As a result, at home, work and in the community we should be equipped with communicating via social media.

Questions that have arised due to reading the information given in activity 10.

1. Do I use social media? If, yes, how do I really use it?

2. Do I think that there is room for knowing more about different types of social media? If yes, how would I gain that knowledge?

3. Is there a need for social media to be used as a professional development resource? If yes, to what extent are we already doing this in Antigua and Barbuda? Also, how may we build upon what exist for the betterment of our institutions?

Even though I have these questions and somewhat already the answers, if you are reading this blog, may you share your thoughts on: the use of social media as a professional development resource.

Thank you.

Module 2A-4, Activity 9: Evaluating web-hosted information

05-02-12

I thoroughly enjoyed doing Activity 9. Wow! What a change from the last activity.

Looking at how to evaluate web-hosted information may at first seem to be a challenge, but it was so much fun. Out of the criteria we looked at Purpose, Credibility, Accuracy and Bias. I found to evaluate Bias took way longer than what I expected. It was a tricky one.

The best idea I have learnt for web searching is to ensure that above all the information given is from a credible site. Then this would allow you to see the purpose and accuracy of the source and as a result, you may further investigate to identify if there is bias or anything else.

In addition, my view on the value of web-based information is that not all information ‘web-based’ is necessarily good for you to just get up and run with. On the other hand, more or less it is the discretion of the reader that determines whether or not the web-based information that they are searching for suites the context of the type of work they intend to use it to do.

Module 2A-4, Activity 8: Integrating spreadsheets with learning

27-01-12

Frustration with spreadsheet

I can't believe we've made it through spreadsheet!!!

First we had to use spreadsheets for administrative purposes

Then in using graphs

Also we had an overview of spreadsheet as a learning tool

Ultimately we had to acually integrate it with learning

Hmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm!!!!

What I think about integrating ICT with learning?

I think that after my frustration of trying to grasp the spreadsheet concepts, that it was absolutely "FUN" to have students actively engaged with technology in such a way that they are able to produce information on topics without feeling bored of having to just read from a board and write in their exercise books different class assignments/tasks and homework activities.

I believe that ICT enhances learning as it continues to stimulate students and make them feel more a part of their learning as they explore the aspects of various computer software.

Module 2A-4 Activity 7: Spreadsheets as a learning resource

21-01-12

Activity 7 was in two parts. The first part was challenging for me, however the second part was even more so.

Students will benefit from using spreadsheet in class by being able to record information from various sources in different forms, whether in a table, graph or chart.

In the case of statistical or numerical data they may be able to have formulae for certain calulations, for example finding means, averages, standard deviations, etc.

However spreadsheet could be used as a database to store information that may be represented in codes and saved in a workbook that is a codebook, etc.

As a result my impressions of the value of a spreadsheet as an educational tool is that it has alot to offer to students and teachers alike in the development of technical skills and general knowledge on how to represent information.

Part 1 of activity seven gave an example of how a teacher used spreadsheet to bring out the concepts of number and range in mathematics using spreadsheet as a learning tool.

Part 2 of the activity was my turn to do the same. Show how I would use spreadsheet in a big group in a computer room. I was very shaky in producing this activity. However as a summary it is an activity in which the students will have to work independently on their computers to record information from their pilot questionnaires using spreadsheet, focusing on the cell concept of spreadsheet. In addition to that codification and categorization which will later help them to further analyse data.

I think that I need to practice somemore in this area.

Module 2A-4 Activity 6A: Using Graphs in the Classroom

13-01-12

Using Graphs in the Classroom

I found this activity just as challenging like the last one. Due to the fact that it was to use spreadsheet to produce a graph. On the other hand I actually enjoyed doing it, because I embraced the idea that I was also to use it as an activity in which the class would learn information within their subject area.

As a result, spreadsheet poses to be a wonderful challenge that will help to improve the teaching learning process while it enhances my personal development.

Module 2A-4: Activity 5 Spreadsheets for administrative purposes: Recordbook‏

11-12-11

Working with excel spreadsheet was quite a task for me. The formulae were not coming out the way they should have, even after clicking on the help option in the pop up box, that came up everytime the formulae were just not working.

I however saw that once there is some general understanding with time I would be able to to redo a recordbook and have it all downpack.

I believe it is a very helpful tool for administrative purposes due to the fact that everything would be added up for you once the formulae are correctly inputted.

Group 2A-4, Activity 4B - Integrating the word processor

06-12-11

The word processor is a very interesting tool for students to use as they learn. It not only makes writing (typing) easier, but it also helps in checking spelling, deleting errors and retyping information. As a result, whatever task there is to complete students may use the features or functions of word processor to do so.

However, one must remember we may never learn all there is to know about the word processor, but it doesn't hurt to start learning to use it now, as it may increase learning on a whole in different disciplines.

Group 2A-4, Activity 3: Word processor for lesson preparation (Classroom materials)

1-12-11

The use of word processor for preparing classroom materials is a very tedious but fulfilling task. It may at times be easier to think of what you want to do, than to actually write it. However, whether it's creating a test, designing an activity sheet or simply organising and sending notes to your students word processor is an excellent tool.

I believe although we use the 'normal' Microsoft Office programmes, there are still other programmes that exist with a lot more features that may assist us in preparing lessons in the classroom.

I hope that on completion of this module that we will have gained from the experience of using 'word processor' by attempting the activities, working on the assignments, sharing documents and information via different mediums and collaborating among each other, through all this.

Group 2A-4, Activity 3: Word processor for lesson preparation (Classroom materials)

29-11-11

As educators it is very important that we allow our students to reflect upon their learning, as a result we may design activities that may foster this.

In concentrating on Activity 3. Which asked to prepare a document for an actual classroom activity, such as notes, a test, a learner-centred worksheet, etc. I was a little stumped. Why? Well, at this point in time the semester is coming to the end, therefore it is now the study period week in preparation for the upcoming two weeks of exams. As a result, my class material document is a reflective activity.

N.B.: Some class materials may be collected and/or graded by the teacher, whereas others are just for the learner to check his/her process or understanding of a topic, concept, lesson, etc.

General Reflection - A challenge for today!

24-11-11

I was asked by a student today, "how do you burn a CD unto a desktop?" First of all I was unfamiliar with the computer model she had, then I was not sure how to use the version of the programme that was on the computer as the music player, finally I said, "well just select the option rip to library."

Inside my head all I could hear was, HELP! A simple question at once was asking me to perform one of the most complex tasks in my life.

I remember using Widows Media Player on my Compaq Presario HP computer, to burn a cd to another cd, dragging copy pasting from a cd unto the computer, and also sending music to my desktop music file.

Well, I must say, it is very important that whatever knowledge and skill that may be adquired about the use of ICT should also make a person flexible in using any ICT equipment at anytime.

Everyday you live, you learn, what there is still for you to learn. For me - alot!

Group 2A-4, Activity 1. Seven Roles of the Educator

23-11-11

ICT can assist the teacher as a mediator by:

Creating an environment that is non-threatening with learning spaces that are equipped with the appropriate, adequate learning resources that may make discussions, conferencing, completing and submitting assignments, planning, executing and evaluating lessons way easier. These spaces such as facebook pages, blogs, wikipedias, and websites/webpages provide tools and resources depending on their nature that allows one to read, post and/or share comments. The use of interactive whiteboards, interactive CD’s and encyclopaedias set up by different software programmes and transmitted by the available hardware will definitely make communication of information more effective to and from the teacher and the student.

ICT can assist the teacher as a designer by:

Giving the teacher the necessary multimedia software programmes to create appropriate teaching and learning documents such as course outlines, registers, worksheets, tests, observational checklists and rubrics; and activities for example, blogs, games, videos, etc.

ICT can assist the teacher as an administrator by:

Providing word processor text editor, text formatting programmes: for example Microsoft Office: Word, Excel, Powerpoint, Publisher, Outlook, Access, Groove, InfoPath, OneNote, Office Tools to collect, store and interpret data e.g. attendance records, grade books, report cards, transcripts, exams, surveys, etc.

ICT can assist the teacher as a scholar by:

Allowing the teacher to be able to navigate the internet and access different academic institutions, on-line courses, newspapers, encyclopaedias, databases, podcasts and wikispaces among others that may help to develop them personally and professionally.

ICT can assist the teacher in his or her pastoral role by:

Supporting the teachers with their gestures of reaching out to the community of learners by creating documents like curricula, handbooks, rules and regulations, flyers, agendas, letters, brochures, contact cards, report cards, blogs, websites, etc.

ICT can assist the teacher as an assessor by:

The teacher using the word documents and spreadsheets available to create assessment tools and evaluation forms; calculate and record grades, observe and monitor the teaching learning process and record all this to make future decisions.

ICT can further assist the teacher as a specialist by:

Aiding the teacher in remaining an expert in his or her area by tapping into networks, attending on-line training programmes (conferences, seminars, shortcourses, etc.), accessing internet resources, and sharing instructional activities and lesson plans.