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TE year2sourcebook/year2 unit2 Topics of Study in the Unit (view source)
Revision as of 10:16, 6 May 2017
, 10:16, 6 May 2017→Inclusive classrooms
==== Inclusive classrooms ====
==== Inclusive classrooms ====
Using different formats (image, audio and video, apart from text) of digital resources can support learners to learn in different ways. As the multiple intelligences theory suggests, different learners make meaning, emphasising different abilities. Using audio or video resources can complement text resources and learners who are usually put at a disadvantage by the relatively heavy emphasis on written text can benefit from learning through audio, image, video formats. Encouraging assessments of image, audio and video resources created by learners can also help in creating more inclusive learning environments as more learners get opportunities to express their understanding meaningfully.
=== ICTs for creating and using assessment information - conducting formative assessments. ===
=== ICTs for creating and using assessment information - conducting formative assessments. ===
moving away from focusing only on text / writing as a method of expression to allow expression in image, audio and video formats. Assessments must evolve to allow teachers to confirm conceptual understanding of students, by allowing such multiple modes of expression
moving away from focusing only on text / writing as a method of expression to allow expression in image, audio and video formats. Assessments must evolve to allow teachers to confirm conceptual understanding of students, by allowing such multiple modes of expression
Asking a student to draw an animation in geogebra or explain a simulation in Phet can help the teacher get an idea of the extent of conceptual understanding of the student.
Asking a student to draw an animation in Geogebra or explain a simulation in Phet can help the teacher get an idea of the extent of conceptual understanding of the student.
=== TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development. ===
=== TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development. ===
ICT have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICT, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICT have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like Stellarium, the sun, moon and earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed.
Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have extended the PCK to the [http://tpack.org/ TPACK] framework. integrating technology into their practices can help teachers in their professional development both in terms of deepening their content knowledge as well as in terms of supporting newer classroom processes.
=== Evaluation of ICT resources and determining appropriate use of various ICT resources ===
=== Evaluation of ICT resources and determining appropriate use of various ICT resources ===