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TE year2sourcebook/year2 unit2 Topics of Study in the Unit (view source)

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{{Navigate|Prev=year2 unit2 Objectives of the unit|Curr=year2 unit2 Topics of Study in the Unit |Next=year2 unit2 Additional resources}}
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This unit focuses on the use of educational tools for integrating into teaching learning in different subjects.  Different educational tools and digital processes for use in mathematics, science, social sciences and languages are introduced for the student teachers to integrate with the classroom processes.  {{Navigate|Prev=year2 unit2 Objectives of the unit|Curr=year2 unit2 Topics of Study in the Unit |Next=year2 unit2 Additional resources}}
    
=== Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects ===
 
=== Integrating digital tools into transaction of Mathematics, Science, Social science and Language subjects ===
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Specific suggestions for integrating ICT in subject teaching are provided in this section. These are illustrative and you can create your own lessons integrating ICT in your subject.
 
Specific suggestions for integrating ICT in subject teaching are provided in this section. These are illustrative and you can create your own lessons integrating ICT in your subject.
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You can try this in the ICT lab. You can also attempt a demonstration in your practice teaching, if you can access a laptop and a projector in your school.  
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You can try the activities discussed in this section in the ICT lab. You can also attempt a demonstration in your own practice teaching, if you can access a laptop and a projector in the school.  
    
==== Teaching mathematics ====
 
==== Teaching mathematics ====
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http://geogebra.org is a repository of geogebra lessons, it also includes workshops and activities on different topics in Mathematics. You could access these resources and customise them to your own requirement for transacting a topic.
 
http://geogebra.org is a repository of geogebra lessons, it also includes workshops and activities on different topics in Mathematics. You could access these resources and customise them to your own requirement for transacting a topic.
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You can use geogebra to create a lesson which you can demonstrate to the students. Or you can construct the lesson in the class along with the students, so that they can see the steps you take.  
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You can use Geogebra to create a lesson which you can demonstrate to the students. Or you can construct the lesson in the class along with the students, so that they can see the steps you take. This can allow for a participatory classroom, where students are working with the teacher in an inter-active mode to create lessons or simulations with Geogebra.  
    
You can discuss the lesson with students and explore extensions to the lessons for extending learning on related concepts and sub-concepts.
 
You can discuss the lesson with students and explore extensions to the lessons for extending learning on related concepts and sub-concepts.
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Students can also create animations in Geogebra as a practical exercise. This process can be designed to reveal the extent of conceptual understanding of the student.
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Lesson 1 with Geogebra
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Lesson 2 with Geogebra
    
Reference: [[Learn Geogebra]]
 
Reference: [[Learn Geogebra]]
    
==== Teaching Science ====
 
==== Teaching Science ====
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Reference: [[Learn PhET]]
    
==== Teaching Social Science - Geography ====
 
==== Teaching Social Science - Geography ====
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You can teach a lesson on rainfall in India, by exploring the precipitation maps of July and December in Marble. The maps show graphically the intensity of rainfall in different regions and this can be used to provoke discussions on the reasons associated with the differences in the quantum of rain in any region. This can also lead to discussions on cropping patterns in different regions of South India, based on the rainfall from the South West and North East monsoons.
    
Reference: [[Learn Marble]]
 
Reference: [[Learn Marble]]
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==== Teaching language ====
 
==== Teaching language ====
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Vocabulary building is one of the components of language learning. Kanagram is a software application in which you can create word lists for defined categories, which will presented in a jumbled form for the player to arrange into the desired words. You can build word lists in any language, though currently in Indian languages, you can use only simple letters and not letter combinations (ottaksharas).
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You can build word lists for different categories and provide meaningful hints/clues. (The clues need not only be literal clues, it can be cryptic also, like in crosswords). For instance, you could set the clue as 'Pandava' for Bhima River. This activity can be a base for students to explore crosswords (with cryptic clues), play the '[[wikipedia:Scrabble|Scrabble]]' game, which involves students identifying words from the letters they have chosen. Solving crosswords is a good language learning activity. Making anagrams of any word can itself be a useful linguistic activity and you can try and create other words from a given word, by re-assembling the letters in different orders.
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You can also record recitation of poems and stories and create audio resources which can be played to the class. The audio clip can be paused whenever required to allow for comments/discussions and resumed. Any part of the clip can be played again and as many times as required.
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You can also record recitation of poems and stories and create audio resources which can be played to learners. The audio clip can be paused whenever required to allow for comments/discussions and resumed. Any part of the clip can be played again and as many times as required.
    
In year 1 you learn to create simple videos using the RecordMyDesktop software application, combining the computer screen image with an audio from the computer or from an external source (which could be your own voice). Creating picture stories, audio books and small video documents can support language learning. The video documents can include dubbing in the local language and sub titling to strengthen reading / listening skills.  
 
In year 1 you learn to create simple videos using the RecordMyDesktop software application, combining the computer screen image with an audio from the computer or from an external source (which could be your own voice). Creating picture stories, audio books and small video documents can support language learning. The video documents can include dubbing in the local language and sub titling to strengthen reading / listening skills.  
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==== Inclusive classrooms ====
 
==== Inclusive classrooms ====
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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
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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.
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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. ===
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The  “Technological Pedagogical Content Knowledge” (TPACK) knowledge framework provides a meaningful way to explore the integration of the technological, pedagogical and content knowledge  towards TPD. The integration of ICTs in the content and pedagogy aspects in the teaching of different subjects has the potential to improve the transaction (including assessment for learning) of the other subjects.  
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We focused on the use of ICT to create both generic and subject specific resources. In the TPACK framework, this represents the 'Technological Content Knowledge' or TCK. As the teacher becomes more comfortable exploring the use of different digital methods to create and modify resources, considering the specific learning contexts and learning objectives, her TCK develops. Conversely, a teacher who has deep content knowledge, will be interested to explore digital methods to express that content knowledge in different ways. In TCK, the technological knowledge and the content knowledge can be seen as mutually influencing variables, toward enhancing teacher technological and content knowledge. [[File:TPACK_Graphic_description,_IT_for_Change.png|right|frameless|300x300px|link=https://teacher-network.in/OER/index.php/File:TPACK_Graphic_description,_IT_for_Change.png]]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.  
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In the next unit, we will discuss how ICT can support new pedagogies in the classroom, 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. In the TPACK framework, this represents 'Technological Pedagogical Knowledge' or "TPK". As the teacher becomes more comfortable using different digital methods (and integrating/combining digital methods with non digital methods) her TPK deepens. Pedagogy includes assessment. Conversely, a teacher who is pedagogically strong is also likely to explore digital methods and approaches for teaching. In TPK, the technological knowledge and the pedagogical knowledge can be seen as mutually influencing variables, toward enhancing teacher technological and pedagogical knowledge. 
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Taken together, as the teacher becomes more comfortable with the integration of technological knowledge, content knowledge and pedagogical knowledge, in meaningful ways, considering learning contexts, objectives and priorities, her TPACK deepens and broadens.
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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 ===
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