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Summer 2013

ICT Integration across the Curriculum Conceptual Handbook for Educational Leaders

by the Original Tech-Savvies INSTITUE OF BUSINESS MANAGEMENT


ICT Integration Across Curriculum

Table of Contents Foreword .................................................................................................................. 3 Chapter 1 Understanding Education in the 21st Century........................................................... 4 What does the 21st century demand??? ........................................................................... 4 The 21st Century Academic Goals .................................................................................. 5 The 21st Century Skills ............................................................................................... 5

Learning and Innovation Skills ........................................................................ 6 Information, Media and Technology Skills .......................................................... 7 Life and Career Skills .................................................................................. 7 21st century Educator ................................................................................................ 8 21st Century Focus Areas ............................................................................................ 9 Where Do We Stand in the 21st Century (Some Helpful Questionnaire) ..................................... 9 Summary ............................................................................................................... 9 Chapter 2 Why Integrate Technology in Education? .............................................................. 10 Technology Integration ............................................................................................ 10 Need of Technology Integration .................................................................................. 11 Integrating Technology in Education ............................................................................ 13 Benefits of Integrating Technology in Education .............................................................. 13 Summary ............................................................................................................. 14 Chapter 3 Teachers’ Mindsets → Toolsets → Skillsets .......................................................... 15 Implications for the Teachers ..................................................................................... 16 Implications for the School Management ....................................................................... 18 Where do Toolsets and Skillsets Come in? ...................................................................... 19 Chapter 4 Planning for information and communications technology implementation in Schools ....... 20 School Development Plan .......................................................................................... 20 Strategizing for ICT ................................................................................................. 24

Start with the vision ................................................................................. 24 Purpose of ICT ........................................................................................ 24 Align the Stakeholders ............................................................................... 24 Summary ............................................................................................................. 27 Chapter 5 Technology in the Classroom ........................................................................... 28 PBL and Technology ................................................................................................... 32 How technology supports PBL ..................................................................................... 32 Multicultural Heroes Project ...................................................................................... 35 The City Building Project .......................................................................................... 36 A Student-Run Manufacturing Company ......................................................................... 36 1


ICT Integration Across Curriculum

Longer Blocks of Time.............................................................................................. 37 Multidisciplinary Student Exploration ........................................................................... 38 Changed Roles for Students and Teachers ...................................................................... 38 Middle School Teacher ............................................................................................. 39 High school teacher ................................................................................................ 39 Teacher as Facilitator of Technology-Supported Projects ................................................... 40 Performance-Based Assessment .................................................................................. 41

Digital Portfolios ...................................................................................... 41 Summary ............................................................................................................. 41 Annexures Presentation Tools .................................................................................................... 42 Publishing Tools ........................................................................................................ 45 Broadcast Tools ........................................................................................................ 46 Multimedia Poster and Pages ........................................................................................ 47 Collaborative Document .............................................................................................. 48 Collaborative Spaces .................................................................................................. 49 Collaborative Videos .................................................................................................. 51 Collaborative Sticky Notes and Walls ............................................................................... 52 Collaborative Notepads and Graphs ................................................................................ 53 Blogs, Wikis and Social Networks ................................................................................... 54 List of Software and Online Resources for Integrated Lessons ................................................. 55 Question Chart for 21st Century Teachers and Students ......................................................... 59

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ICT Integration Across Curriculum

Foreword

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Chapter 1 Understanding Education in the 21st Century

I

n a knowledge based economy with globalized education taking its toll, it is essential to keep at pace and know about how the concept of education has changed from being dissemination of information from teachers to students to incorporate the 21st century skills in education. With the turn of the century the field of education has widened in scope and horizons radically with the widespread use and development of technology.

The 21st century has changed the perceptions of educators from the traditional concept of teacherdirected and book oriented learning to a more collaborative and student self -directed approach with multiple mediums of learning.

Before we move on to understanding education in the 21st century we must know the 21st century skills and their basic structure.

What does the 21st century demand??? With the increase in the technology and rise in the tools accessible to all, the world demands certain 21st century skills in its citizens. These demands require a complete shift from traditional thinking methods of applying limited learnt knowledge to newer and more creative ways of thinking, generating ideas, working collaboratively, living and communicating to produce in synergy with the changing roles of society.

The following chart will help you understand what the 21st century demands its citizens in terms of thinking & working in this world.

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The 21st Century Academic Goals There are certain academic goals that the education in the 21st century aim for its learners to achieve.

Following framework from the enGauge 21st century skills is taken to help define the academic goals for the 21st century learners.

The 21st Century Skills The 21st century skills are centered around the students where the basic components of education pertinent to the 3R’s majorly categorized as literacy and numeracy branches out towards creating and developing the core 21st century skills of the learners integrating all subject/discipline areas creating the 21st century learners to become self-directed engaged thinkers holding strong entrepreneurial spirits of creating and innovating with high levels of responsible ethical citizenship.

The following diagram will help you understand the structure of how the 21st century skills are developed and created in the learners.

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Following are the specific themes within these broader skills.

Learning and Innovation Skills 1. CRITICAL THINKING AND PROBLEM SOLVING ○ Reason Effectively ○ Use Systems Thinking ○ Make Judgments and Decisions ○ Solve Problems

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2. CREATIVITY AND INNOVATION ○ Think Creatively ○ Work Creatively with Others ○ Implement Innovations 3. COMMUNICATION AND COLLABORATION ○ Communicate Clearly ○ Collaborate with Others 4. VISUAL LITERACY 5. SCIENTIFIC AND NUMERICAL LITERACY 6. CROSS-DISCIPLINARY THINKING 7. BASIC LITERACY

Information, Media and Technology Skills 1. INFORMATION LITERACY ○ Access and Evaluate Information ○ Use and Manage Information 2. MEDIA LITERACY ○ Analyze Media ○ Create Media Products 3. ICT (INFORMATION, COMMUNICATIONS AND TECHNOLOGY) LITERACY ○ Apply Technology Effectively

Life and Career Skills 1. FLEXIBILITY AND ADAPTABILITY

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○ Adapt to Change ○ Be Flexible 2. INITIATIVE AND SELF-DIRECTION ○ Manage Goals and Time ○ Work Independently ○ Be Self-directed Learners

3. SOCIAL AND CROSS-CULTURAL SKILLS ○ Interact Effectively with Others ○ Work Effectively in Diverse Teams 4. PRODUCTIVITY AND ACCOUNTABILITY ○ Manage Projects ○ Produce Results 5. LEADERSHIP AND RESPONSIBILITY o Guide and Lead Others o Be Responsible to Others

21st century Educator Although the 21st century requires setting up more of a learning environment for all, there are certain characteristics that are expected from a 21st century teacher/educator. The following diagram shows a few of the major characteristics of a 21st century educator.

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21st Century Focus Areas ●

GLOBAL AWARENESS

FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY

CIVIC LITERACY

HEALTH LITERACY

ENVIRONMENTAL LITERACY

Where Do We Stand in the 21st Century (Some Helpful Questionnaire) Questionnaire attached in the annexure.

Summary This chapter briefly introduces the 21st century demands and requirements to enter into the 21st century in its true essence where one can take full advantage of the technology for the development and betterment of society and adopt creative and innovative approaches in the educational settings. It sets the pace for the readers to know what 21st century skills they need and where they stand in order to progress into integrating ICT across curriculum. To take advantage of this template’s design, use the Styles gallery on the Home tab. You can format your headings by using heading styles, or highlight important text using other styles, like Emphasis and Intense Quote. These styles come in formatted to look great and work together to help communicate your ideas. Go ahead and get started!

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Chapter 2 Why Integrate Technology in Education?

T

his chapter discusses the true meaning of information and communication in 21st century that later touches the subject of technology in education. The meaning, significance and need of technology integration in education will be discussed along with its proven benefits in the field. It is essential for the education leaders to know the right meaning of the terminologies they encountered daily in the field. In later chapters the entire planning process of technology integration will be discussed. Following are the main subject matter of this chapter. 1. 2. 3. 4.

What is Technology Integration? Need of Technology Integration Integrating Technology in Education Benefits of Integrating Technology in Education

Technology Integration The term is often perplexed because of the meaning that is taken out from it. Integration is not using variety of devices, applications and softwares, integrating technology is more than just the use of it. Technology Integration is the meaningful use of technology resources including the devices and softwares in daily classroom practices, and in the management of a school. This can only be achieved in through transparent routine practice. It is an instructional choice that is taken by teachers to introduce reinforce, assess, enrich and expand the student mastery of the curriculum targets. Technology integration includes collaboration and planning that demands teacher’s participation, curriculum guide in order to enhance instruction and improve student learning. Below is the figure by Teachbytes that differentiates between what it means to use technology and to integrate technology.

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Need of Technology Integration Undoubtedly, there is a great need for students to learn the effective use of technology to be practiced daily in order to prepare them for a demanding future filled with technology. The work business and almost every industry and education now requires the ultimate integration of technology. The technology skills and knowledge are required to be introduced in the classroom to create a foundation for the technology needed in future.

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The above figure emphasizes on the basic technology literacy including everyday activities that one opts for in both personal and working life. Knowing how to use computer, taking photographs and using the famous data base applications. Although technology has a lot more to offer but these essential skills are very much required in this century. Hence, education leaders must recognize the importance of it to set technology standards into the curriculum for every subject.

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Moving ahead with the above figure that indicates some of the fundamental standards of educational technology in which some can be seen as the 21st Century skills. Here Digital Citizenship mainly refers to teachers as they are the sole users of technology to promote innovative learning. This refers to the regular and effective use of technology in order to engage the society to contribute in education.

Integrating Technology in Education Integrating technology in Education can be a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration skills that will prepare them for the future. Technology integration is successful in education when it supports the curricular goals. Through the smart use of technology combined with the suitable approaches to education, the modified style of learning can be achieved. Technology supports four major components of learning: active management, participation in groups, interaction and feedback and finally connects to the experts of the real-world. Technology changes the way teachers think and teach, offering the educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.

Benefits of Integrating Technology in Education Technology in education is a part of the modern world, and is becoming more and more ever-present in our lives every year. It is also a proven method for improving learning. Below are some evident benefits of technology integration in Education. Improves Student Achievement – Technology improves student achievement in tests in almost all subject areas particularly in Mathematics.

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Improves the Quality of Student work - Technology has a measurable advantage over the traditional methods of teaching and learning, but it further leads to qualitative improvements; resulting in higherquality student work. Improves Attitudes towards Learning – According to many researches, most students prefer learning with technology, which leads to better attitude towards learning as well as boosting confidence. Provides Motivation for Students – Technology engages the learner’s interest through productive work and increases perception of control. Provides Individualized Learning – The immediate feedback and self-pacing aspect of computer assisted instruction is beneficial for students. It helps students to avoid embarrassment by learning and making mistakes in a non-public manner. Offers Unique Instructional Capabilities – Links learner to the informational and educational resources, allowing students to visualize the problems and finding out the solutions. Prepares Students for the Future – The High-tech world requires students to have skills related to technology and the technical ability.

Summary The chapter focused on the technology integration and the specific need it holds in present and upcoming years. The education sector requires collaboration and planning through technology amalgamation at its fullest to enhance and transform the learning process. This isn’t only because of the demand but huge benefits technology carries with itself.

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Chapter 3 Teachers’ Mindsets → Toolsets → Skillsets

Dreams don’t work unless you do. John C. Maxwell

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M

indsets predict one’s attitude and behavior. A growth mindset lets you move out of your comfort zone and learn new things, regardless of how many mistakes you might make. In a growth mindset, mistakes don’t matter, learning does.

A fixed mindset tells you, you are successful, and that’s really enough because now you don’t need to learn anything new: you’re a pro because you’ve learned your lessons well! Learning new things may not seem important: you’ve seen one, you’ve seen them all. You know you don’t make mistakes because you think you have learnt all that you need to know and perform. In a fixed mindset, you don’t seek more in life and from life. (Learn more about Mindsets and read Carol Dweck.)

Life isn’t about finding yourself. Life is about creating yourself. George Bernard Shaw

Implications for the Teachers The more you challenge yourself by doing new things and learning, the more you can improve upon yourself. You create new avenues and possibilities for yourself and unleash your potential by challenging the status quo. You’re actually able to build capacity. You might be thinking how to do this. A good way to start is to believe there will always be potential in yourself to change and become better at everything you set your mind to, only if you want to. In this context, it is becoming a 21st century learner who is responsive to changes within the environment. TAKE A LOOK AT THIS VIDEO (AND THE OTHERS IN THE SERIES). NOTICE THE STYLE OF THE CHARACTERS. TAKE NOTES OF YOUR REFLECTIONS. WHO DO YOU WANT TO BE? WHY? << www.youtube.com/watch?v=hENtGSrOj5Y >>

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Here’s what Dweck’s Fixed versus Growth mindset theory is all about.

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What similarities can you find from the video and the poster on fixed vs. growth mindset? You will see that teachers who believe they cannot hone new skills will block off all opportunities to do so and resort to the usual way of teaching. Teachers who believe they can learn, do, and pave new pathways of learning for themselves and their learners. Watch other versions of the Learner 3.0 series as well.

Implications for the School Management “Teacher mind frames are the most important enhancer and barrier to students’ learning.” Alan Bain and Mark Weston, The Learning Edge: What Technology Can Do to Educate All Children The School management must understand that providing resources is not the solution for integrating technology across the curriculum. There have been instances where teachers have brought about more creative input and output without the resources. The important thing is to understand that teachers’ beliefs about teaching and learning must be changed to bring about desired results. Have a look at this presentation.

Find out more here << http://www.thethinkingstick.com/teachers-and-technology/ >> Let’s evaluate ourselves as a teacher and as a school and find out why we teach? Do you not think this calls for teacher orientations, training, practice and feedback? We would like to assert that this is the solution for every school administrator and every teacher - everything we do must have a genuine need to compel out intentionality. The core purpose of compiling this booklet has been to reiterate the fact that technology is and will always be a tool to unleash the creativity which human beings have within. Technology is not the solution but a means to an end. We would also like to put forward our beliefs of the inadequate feedback teachers receive for their efforts and teaching styles. Teachers who do want to create a difference are often misunderstood and more than often not heard. This is not fair because teachers are drivers and direction setters for the curriculum development and enrichment and the learning that goes on in schools.

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Here’s a TED Talk by Bill Gates who says teachers need real feedback because they just don’t know how well they are doing.

Here’s the link << http://www.ted.com/talks/bill_gates_teachers_need_real_feedback.html >>

This is the excerpt of a particular blog we follow. It’s a good read and gives very apt description of what the school management must do to infuse technology in the system.

IF WE REALLY WANT TO TRANSFORM TEACHING AND LEARNING IN OUR SCHOOLS AND CLASSROOMS, PERHAPS WE NEED TO PAUSE FROM ALL THE TECHNOLOGY BUYING, INSTALLING, AND TRAINING AND FOCUS ON THE “MINDSETS” THAT OUR TEACHERS AND ADMINISTRATORS HAVE. WE NEED TO STOP “AUTOMATING THE 20TH CENTURY WAYS OF TEACHING AND LEARNING” AND PURSUE WHOLE NEW WAYS OF TEACHING AND LEARNING. TRANSFORMING OUR SCHOOLS BY CHANGING MINDSETS NOT BY BUYING MORE TECHNOLOGY http://the21stcenturyprincipal.blogspot.com/2013/05/transforming-our-schools-by-changing.html

Where do Toolsets and Skillsets Come in? It is generally believed, and the crux of this chapter as well, that once the minds of the teachers are convinced and conceive the ideas and possibilities of the success technology can bring to the classroom and learners’ lives, they will be able to use creatively the tools available. They will be resourceful. They will know which tool to use and have an impressive toolset for their teaching! Similarly, when teachers are responsive and confident to taking up technology as a resourceful tool in the classroom, their skills and repertoires will enhance – they will also have impressive skillsets! To conclude, perhaps the best statement is by the late Steve Jobs "I’VE PROBABLY SPEARHEADED GIVING AWAY MORE COMPUTER EQUIPMENT TO SCHOOLS THAN ANYBODY ELSE ON THE PLANET. BUT I’VE HAD TO COME TO THE INEVITABLE CONCLUSION THAT THE PROBLEM IS NOT ONE THAT TECHNOLOGY CAN HOPE TO SOLVE. WHAT’S WRONG WITH EDUCATION CANNOT BE FIXED WITH TECHNOLOGY. NO AMOUNT OF TECHNOLOGY WILL MAKE A DENT.' STEVE JOBS, CO-FOUNDER, APPLE COMPUTERS

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Chapter 4 Planning for information and communications technology implementation in Schools

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he previous chapters were written with the aim of aligning educators with the 21st century vision of education, to familiarize them with the concept of information and communications technology and its role in education services. The idea of this handbook is not just informing teachers and school administrators about the existence of ICT*, but to make them advocates of this new era in education by helping them understand how to make ICT a pivotal element in the dissemination of knowledge. This chapter will discuss the steps involved in the planning process for the incorporation of ICT in schools by the administration. The initial portion of the chapter will discuss school development plans and how these plans are used to bring changes in the school processes after which the amalgamation of ICT in school development plans will be explained. It is important, therefore, that readers go through the initial chapters of the handbook before focusing on the implementation process itself because without a clear understanding of ICT and its use in the field of education, the implementation process will have no value.

At the • • •

end of this chapter, readers must be familiar with the following topics School development plans* Action plans Planning for ICT

School Development Plan The school development plan is an integral part of the school improvement process. Every school is responsible for its own performance and education being a dynamic process gives way to the fact that schools need to constantly improve and change the way they educate their students. The first step in improvement of the school process is self-evaluation. Self-evaluation helps a school identify what it is doing right and what it needs to change or improve upon. This is where the school development plan comes in. Once a school identifies performance gaps, it can prioritize what needs to be changed and then create and SDP to implement that change. Therefore, an SDP is a long term and strategic plan for improvement which identifies, in a clear and simple way, the priorities of the school, the main steps the school plans to take to raise standards, the mobilization of resources, and the targets to be achieved at the end. In order to have an effective school development plan, it is important to understand the purpose of the school’s existence. When working on the SDP, the school managers must go back to the basics.

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Vision

Core Values of Education

Mission

Who are we?

Motto

Goals

The figure shown above identifies the core values of the school. The group working on the SDP must first understand what the schoolâ&#x20AC;&#x2122;s vision and goals are before it starts working on the development and improvement plans as these plans must be aligned with the schoolâ&#x20AC;&#x2122;s ideology. The next step would be to evaluate the effectiveness of the previous SDP. Given below is the template to conduct a holistic review of the previous plans for school improvement.

Major Concerns

Extent of Targets Achieved, e.g. Fully Achieved; Partly achieved; Not achieved

Follow-up Action

Remarks

e.g. Incorporated as routine work; Continue to be major concerns in the next SDP; Others

1.

2.

3.

Figure 1: Holistic Review

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Once the holistic review is conducted, the second step is to study the school’s overall performance (figure 2) followed by a complete SWOT analysis (figure 3).

PI Areas

Major Strengths

Areas for Improvement

1. School Management

2. Professional Leadership

3. Curriculum and Assessment

4. Student Learning and Teaching

5. Student Support

6. Partnership

7. Attitude and Behavior

8. Participation and Achievement

Figure 2: School Performance Review

Strengths

Weaknesses

Opportunities

Threats

Figure 3: SWOT Analysis Table

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Once the major concerns have been identified, the final step is to make the School Development Plan (Figure 4)

Major Concerns

Targets

Time Scale (Please insert ü) Year 1

1.

2.

3.

Year 2

A General Strategies

Outline

of

Year 3

Ÿ

Ÿ

Ÿ

Ÿ

Ÿ

Ÿ

Figure 4: School Development Plan

In the SDP the administration will identify the major concerns, followed by the performance targets it aims to achieve (normally within a three year period) followed by an outline of the strategies it plans to adopt to achieve those targets. The strategies are further developed in the action plan (http://www.setting-and-achieving-goals.com/support-files/actionplanexplain.pdf) where, along with the activities, planners also identify the people responsible for the tasks, the timeline for accomplishing the tasks, the resources needed and possible contingencies that might occur during implementation. But what does this have to do with introducing ICT in schools? Isn’t it enough to just buy a few computers and some software, then take students to the labs and teach them how to use computers? No, not at all! Previous chapters will tell us that ICT is not a subject in itself. It is a learning tool that works alongside the lessons in various subjects. ICT is not separate from the curriculum; it becomes a core element in the curriculum’s pedagogical content. Hence, ICT implementation strategies are part of the school’s development plan. Now that we have looked at SDPs, we will now discuss strategies for when schools want to become ICT integrated.

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Strategizing for ICT Start with the vision Since planning for ICT is part of the schoolâ&#x20AC;&#x2122;s development plan, the first step is to start with the schoolâ&#x20AC;&#x2122;s vision; where the school is and where it wants to be.

Purpose of ICT The school management must first address its own vision for ICT integration. In order to do that, the following questions must be answered.

Why do we want ICT integration in our school?

How will it meet the educational needs of our students

Are we willing to commit the resources and time needed for this purpose?

Are all stakeholders committed to this purpose?

Align the Stakeholders A crucial task, one whose importance is often miscalculated, is the mobilization of stakeholders and getting them on board with the SDP for ICT integration. Teachers are often resistant to change and prefer their old methods of teaching; some are open to new pedagogies, but the time and effort it takes to make that change often leads to them preferring to going back to their old ways. In the end, the best laid ICT plans fail because the most important stakeholder, i.e. the teacher, refuses to adopt it in the curriculum. In order for such plans to go through successfully, teachers must be trained thoroughly in ICT integration with strong support from the management and technical staff.

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A good ICT plan will have the following characteristics:

Developed through consensus & collaboration

Involve the whole community and are owned by them

Based on informed decisions

Strategic planning in ICT requires that change management is more crucial than any other step; even more important than the actual technology itself.

Successful ICT planning means addressing all dimensions of change. If any of the dimensions are left unaddressed, it can only lead to failure.

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In the following chart, you can see a step-by-step guide to strategically plan for ICT integration.

Form a planning committee Assess impact and adjust plan accordingly

Research & develop a vision

Implement first phase of plan

Gather data on present state

Break into action plans

SWOT Analysis

Develop targets & indicators

Identify Gap

In order to understand each step in a more detailed manner, please refer to the following website. http://leadingict.wikispaces.com/Strategic+planning+overview .

Summary This chapter was focused on the practical aspect of ICT integration with the purpose of introducing the reader to the steps in ICT planning and implementation. School development plans along with other useful planning tools to steer planners in the right direction. In the end, ICT integration was linked to the school development and strategic planning to give a cohesive, step by step guide for management and teachers to adopt ICT in the school system and to integrate into the curriculum, making it part of the learning process.

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Chapter 5 Technology in the Classroom

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his chapter is aimed at educational practitioners and school leaders in both primary and secondary schools who are interested in creative and critical uses of technology in the classroom and help you integrate technology into your classroom by offering online tools and resources.

Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process. ICT offers teachers and children educational tools and resources which extend their learning environment. These tools and resources have the potential to transform classroom learning and teaching. ICT provides greater flexibility in when and where tasks are carried out. It also facilitates sharing of resources, expertise and advice for better planning and preparation of lessons and designing materials. It is observed that students are more â&#x20AC;&#x2DC;on taskâ&#x20AC;&#x2122; and express more positive feelings when they use computers / ICT than when they are given other tasks to do. ICT makes a positive difference and motivates teachers and students and it promotes learner autonomy as well. However, there are sometimes barriers to teachersâ&#x20AC;&#x2122; use of ICT. The barriers could be extrinsic e.g. time, support, resources and training and intrinsic barriers e.g. could be attitudes, beliefs, practices and resistance.

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Lack of resources could be an obstacle, however â&#x20AC;&#x2DC;Proper Trainingâ&#x20AC;&#x2122; in regard to whatever ICT resources are available in school is very essential. Using ICT in teaching and learning may be approached in three ways:

Learning about ICT Teachers and students develop skills and knowledge in the potential uses of ICT to support learning.

Learning with ICT Use ICT resources to support the classroom curriculum.

Learning through ICT Use ICT to transform the process of teaching and learning in new ways.

These functions are inter-related and equally supportive. Learning about ICT will develop as a vital part of learning with ICT. Learning through ICT places a greater emphasis on the recognition of individual differences and the use of varied approaches and methodologies in teaching. The appropriateness of any software tool and online tool will depend on the curriculum learning objectives that it may support, and the target age range and level of ability of the children. However, the effectiveness of any software program and online tools in supporting teaching and learning is determined partially by the quality of the material itself, and partially by how it is used. It is important for the teachers to familiarize themselves with what that tool offers, and explore the ways in which it can support teaching and learning. One of the main objectives underlying our work as 21st century teachers and educators is to use technology to create innovative, creative, and engaging learning environments for our students. The focus now has been shifted from whether or not to use technology to how to use this technology to improve teaching and learning. When we talk about improvement here we mainly refer to the higher order thinking skills (HOTS). Blooms Digital Taxonomy is the first thing that comes to mind when talking about HOTS.

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To help teachers tap into the best of Blooms Taxonomy there is a checklist for technology integration tools which guide you to select the appropriate tool in relation to the particular curricular needs at class and school and that relate to taxonomy. Check them out below.

Creating

Higher Order Skills

Software / Tools

Grade / Level

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Chapter 6 PBL and Technology

PBL 1. 2. 3. 4. 5. 6. 7.

is a reform-oriented model of constructivist learning. Itâ&#x20AC;&#x2122;s all about Authentic and challenging tasks embedded in long-term projects. Main characteristics of PBL are:

Centering instruction around meaningful tasks, Collaborative learning, Heterogeneous groupings of students, Teachers acting as facilitators rather than lecturers, Multidisciplinary curricula, Longer blocks of time, More authentic forms of assessment.

Technology could provide significant supports for the implementation of this particular approach. In this chapter, we will discuss the possibilities of it.

How technology supports PBL Technology is an important enabler for classes organized around complex, authentic tasks and authentic, challenging tasks, observation and data from some case studies provide confirming evidence for that. When technology is used in support of challenging projects, it in turn can contribute to 32


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students' sense of authenticity and to the "real-life" quality of the task at hand. As one teacher puts it, students need to feel that they are "using real tools for real purposes." Being able to access the tools that are used by professionals for similar tasks allows students to aspire to a level of work and quality of product that more closely reflect what they see and know of the outside world. Some students, for example, used Hyper Studio to create multimedia reports that included not only text but also digitized photographs and sounds as well as artwork. At another School, students in an architecture and design class used computer-aided design programs to plan and design a home for a hypothetical family with specified needs and financial resources. By the upper elementary grades, students will evidence an awareness of the standing of the technology they were using with respect to a professional community of practice and a preference for working with the same hardware and software tools as professionals. We (in the context of school) should be able to learn to use [commercial technology] more, because if we learn how to use it, it is going to be as easy as the school equipment, and it will be higher technology. Weâ&#x20AC;&#x2122;ll be able to do more, do more things, and be more flexible. Bringing the outside world into the classroom through the use of telecommunications adds another dimension of authenticity to schoolwork as students are able to link with real people and places, as well as public databases (e.g., NASA, NOAA, national data bases), as information sources. Students can experience an increased sense of communication with external communities not only by obtaining information from external sources but also by creating documents describing school activities for their Gopher server and their own World Wide Web home page.

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When students explore complex problems in a PBL environment, complex problems may generate a heavy load on studentsâ&#x20AC;&#x2122; working memory due to their lack of proper schemas to integrate new information with their prior knowledge (Kirschner et al., 2006). Given the complex nature of PBL, it is critical that instructors provide guidance to learners through each of the PBL activities while providing â&#x20AC;&#x153;direct instruction on a just-in-time basisâ&#x20AC;? (Hmelo-Silver, 2004, p. 260). The figure titled Designing Cognitive Scaffolds for Web-based Problem-based Learning illustrates how cognitive support can be integrated into the PBL process to guide and enhance student learning. The diagram provided also shows how the cognitive support elements such as question prompts, expert scaffolding via technology tools, peer review, and reflections/revisions activities all help to promote self-regulation and transfer of problem-solving skills. Difficulties of managing classroom implementation of PBL in a classroom environment that requires daily and even hourly curriculum mapping of standards addressed and learning objectives assessed. Zhang, Lundeberg, McConnell, Koehler, and Eberhardt (2010) found that integrating innovative pedagogical approaches and use of technology tools can help operationalize guidelines from problembased learning research. Examples of these techniques include strategic use of questioning to facilitate discussion, providing prompts for reflection, and requiring peer review as part of the reporting and assessment processes. Integrating these strategies was also found to be key for effective integration of interactive technology tools and providing guided access to online datasets.

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ICT Integration Across Curriculum

Given below are a few authentic examples from western schools where PBL is conducted through technology:

Multicultural Heroes Project In a fifth-grade bilingual class at John Wesley, students engaged in a yearlong project in which they developed multimedia descriptions of the lives of minority group members who had achieved prominence within the students' local community. The project was motivated by the lack of curriculum materials focusing on Latino role models written at a level appropriate for students just transitioning to using English in the classroom. The project involved identifying local Latino, African-American, and Vietnamese leaders (including politicians, businessmen, researchers, and educators), conducting and videotaping interviews, and composing written highlights from the interviews. Technology made it possible for students to aspire to producing, and making many copies of, multimedia materials with a quality of appearance that would tempt others to purchase them.

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ICT Integration Across Curriculum

The City Building Project Each year, students in this mixedage (8 to 10) team-taught class spend a good part of their year on a project designing a city of the future for the urban area in which their school is located. Students divide into neighborhood groups that must work together to decide what will be built in their area of the city. Each child is responsible for an individual parcel within the neighborhood. Students also have membership in city commissions (e.g., Environment, Building and Safety), which may pass regulations that apply to all of the neighborhoods. In the case of a controversial issue (e.g., treatment of the infirm elderly), students may develop a survey and administer it to their classmates to determine public opinion. With one computer for every two students in the class, students will be able to use technology when they feel it would support their assigned tasks. Students use word processing software in writing their city plans and descriptions. A drawing program (Canvas) is used when they need to design objects and buildings. HyperCard stacks and animations are used to illustrate the work of the various city commissions and neighborhood groups. Spreadsheet software is useful when it is time to calculate the effect of a decision under consideration on some variable (e.g., the effect of a building height limit on the number of residents that can be accommodated) and to graph survey responses. A portion of the city-building activities were videotaped and edited to produce QuickTime clips for a multimedia record of the project.

A Student-Run Manufacturing Company Students in this middle school industrial arts class form companies and produce products such as wine racks, cabinets, or folding wooden stools for sale. Students elect company officials and divide into work teams to enact the various operations of a company. Many of the team activities are supported by technology. For example, the Finance Team uses computer spreadsheets to find the lowest-cost materials and to create financial statements for the company. The Research Team uses drafting software in drawing up design plans. The Marketing Team uses the word processor in creating advertisements and product descriptions. A video camera is used in creating commercials for the product; the commercials are then aired over the school's broadcast system. Most products require use of a computer-controlled lathe or mill. Final production is conducted assembly-line fashion, with the parts laid out in specific locations and some students acting out the parts of robotic arms to place the parts on the line. Products are sold within the school community. Students buy and sell stock in the company, and after the products are sold, stockholders get their share of the profits.

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ICT Integration Across Curriculum

Emphasis is on the way that technology can enhance the authenticity of classroom projects is not meant to imply that using technology will necessarily make a classroom assignment authentic. Authenticity lies more in the goals and content of the activity, as designed by the teacher, than in the use of technology. There is contrast in skills learning and technology use in isolation with the exercise of the same skills in the context of meaningful projects. Tasks that are grounded in activities, that were challenging, make sense to students and have a positive impact on their motivation, understanding, and achievement. For example, fifth-graders working on the Multicultural Heroes project, used word processing to write a series of letters to local businesses requesting donations of goods and services (e.g., camera microphones, printing) and/or participation (e.g., allowing themselves to be interviewed). As they wrote at the computers in pairs, students engaged in lively discussions regarding both the form and content of the letters, seeking out one another's input and revising as they went. They put careful thought into how much and what kind of information to include (e.g., "We have to tell them who we are...") as well as how to present their requests in the most compelling fashion, preparing them for the future.

Longer Blocks of Time Project-based work generally extends over more days and requires more time in a single day than, do more traditional lecture, text book, or worksheet-based classroom activities. When projects are supported by technology, there is even greater pressure for extending the time devoted to a given project or unit of study. Several teachers remarked that once they started using technology in their classrooms they had to increase the length of their rotations. Moving onto computers, pulling up the appropriate files, and accomplishing significant work takes time, and teachers found themselves restructuring the way they use time in the classroom to make it possible. Another way in which technology use tends to lengthen the amount of time devoted to a given project is the ready availability of a convenient electronic record of prior work. When students have their own folders on a computer, they can easily go back to their work and revise it or amplify it. The pride they take in their technology-based work appears to increase the likelihood that they will revisit it and the capabilities that technology affords for easy modification of one's prior work support the inclination to revise and refine.

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ICT Integration Across Curriculum

Multidisciplinary Student Exploration In the course of our classroom observations, we saw many multidisciplinary projects. At the School of the Future, for example, middle school students combined art, mathematics, and social studies activities in the course of designing, analyzing, and developing plans for homes for hypothetical families with specified needs and limitations on income. Third- and fourth-graders at the Progressive School take part in a year-long project in which they design a "city of the future" for their metropolitan area. Their science, mathematics, language arts, social studies, and visual arts instruction are all interwoven and embedded in city-building activities. We would be hard-pressed to say that the use of technology prompted this interdisciplinary approach; it seems that the multidisciplinary aspect of these activities was more a by-product of the authenticity and complexity of the tasks (real-world tasks do not come in discrete academic subject matter categories) rather than of the fact that technology was used. The city-building project, for example, existed as a multidisciplinary curriculum prior to the teachers' incorporation of technology into project activities. In contrast, the home planning project at the School of the Future was more directly inspired by a piece of software dealing with multiple aspects of home planning and design. In either case, the use of real technology tools supports a level of task authenticity and complexity that is strongly correlated with multidisciplinary work.

Changed Roles for Students and Teachers When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, 38


ICT Integration Across Curriculum

manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Each child can be involved in independent or small-group work with the technology. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. The majority of classroom time may be devoted to independent and collaborative projects. As students work on their technology-supported products, the teacher moves through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used. Such changes were reflected in teachers' reports that technology use increased the amount of collaboration, students' regulation of their own learning, and students' teaching teachers. I truly think that technology has forced us to rethink the way we relate to kids in the classroom. It changes kids' roles so that they become more active and provides them with more kinds of exciting activities, which in essence become more challenging.

Middle School Teacher I was definitely a sage on the stage when I started and taught math for 12 years, and I was the center of the curriculum and the center of learning, I thought. And as soon as I got computers, I found out, you know, I really don't need to be up there showing them everything. There are a lot of things they can learn on their own. In fact, they're better at learning things on their own and discovering things.

High school teacher Teachers who make extensive use of cooperative learning and project-based work develop skills as intellectual "coaches" and undertake a new role as the activity designer and facilitator rather than the chief "doer" or center of attention. Their role is by no means a passive one. Technology can help to make the students' thinking processes more visible to the teacher, something that does not happen when students simply turn in a completed assignment for checking and grading. As teachers observe their students working with computer applications, they can see the choices each student is making, stop and ask about the student's goals, and make suggestions for revisions or different strategies. It is easier also for the teacher to take momentary control of the computer to demonstrate what is meant.

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ICT Integration Across Curriculum

Teacher as Facilitator of Technology-Supported Projects Moreover, technology often puts teachers in the role of learner alongside their students. This is a big change from the traditional role of the teacher as the one with all the knowledge and right answers. Instead, students are given the chance to see their teachers struggle with the acquisition of a new set of skills. Teachers who are not threatened by this change in roles report that the experience sensitizes them to the learning process in unexpected ways, giving them new insights into their students as learners. Engaging in the process of exploring technology with their students further provides teachers with an opportunity to demonstrate aspects of problem solving and learning that are rarely made visible in more product-oriented classrooms. In addition to helping the teacher with technology, students also support the teacher by providing help to their peers. Students who are technology savvy are usually eager to share their knowledge with others. Numerous examples are there of students acting as peer coaches for each other, offering advice when a peer had trouble achieving a desired result with the software. Such advice giving was continual when students worked together in small groups, but was quite common also among students working individually on computers. Student coaching roles were generally not something that teachers had set up in any formal way; rather they emerged naturally as part of the parallel technology-based activity in the classroom. Several teachers remarked that the technology stimulated much more advice seeking and giving among students and that this propensity toward collaboration carried over into nontechnology-based activities Working collaboratively, students could subdivide the complex task of composing, allowing individual students to concentrate on one aspect or another and supporting the creation of a better product than a single student could produce alone. Often, one student would concentrate on producing ideas while another did the actual input. In other cases, one student would generate ideas and do keyboard entry while another student or several review the ideas, offer suggestions, and point out needed corrections in writing mechanics. 40


ICT Integration Across Curriculum

Teachers reported that technology-based tasks can be excellent vehicles for prompting sustained interaction among students. Several teachers at different sites with local or wide area networks reported that the ability to communicate over a network opened the door to exchanges between students who otherwise might never engage in dialogue. The barriers sometimes associated with differences in age, grade level, gender, and ethnicity appear to be diminished in this context. When complex tasks, collaborative teams, and technology are brought together, a great variety of skills are needed. Command of the subject matter, strategies for obtaining information and solving problems, communication and cooperative skills, and technology skills are all needed. Students who may not excel in one area are likely to excel in another. Especially when students are explicitly taught how to work together in productive teams, the teams evolve to function effectively, with students making diverse contributions. In many classrooms, teachers purposefully composed groups of mixed abilities, ethnicities, and genders. In classrooms of mixed grades, the ages of students within groups also varied. Such heterogeneous groupings allow for multiple perspectives and diverse skills, enhancing the quality of project work and creating new avenues for individual specialization and peer tutoring.

Performance-Based Assessment Educational reformers call for new kinds of assessment embedded within learning activities and capturing the kinds of skilled intellectual performances that are the real goals we have for our students (Frederiksen and Collins, 1989). Technology supports this practice when used in the context of meaningful tasks and projects because it provides products (student writing, multimedia presentations, computer simulations, spreadsheets) that can be stored, duplicated, shared, and discussed.

Digital Portfolios Many classrooms nationwide are actively developing student portfolios, and much of the work that went into these portfolios was generated using technology. It requires developing criteria for assessing the material in student portfolios in a way that would permit evaluating student performance relative to a set of specific content standards or aggregating information about performance across students. In this regard, the classrooms reflected national trends.

Summary On the whole, technology supports the implementation of the kind of constructivist learning activities or in other words PBL. Some aspects of this approach may be directly stimulated by technology-notably an increased level of collaboration, heterogeneity of roles, and greater complexity and authenticity in assigned tasks. Other aspects, such as involvement with content that incorporates multiple academic disciplines, may not be caused by technology per se, but are often reinforced by technology use.

Web References:

http://link.springer.com/chapter/10. http://www2.ed.gov/pubs/SER/Technology/ch8.html http://www.amblinglibrarian.blogspot.com/2009/06/pbl-symposium-part-6-technology.html

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ICT Integration Across Curriculum

Annexure Presentation Tools Google Sites

Google Sites is a free and easy way to create and share webpages. Create rich web pages easily. Collect all your info in one place. Control who can view and edit

PreZentit

Create presentations in a few clicks, wherever you are. Work with your team in the same presentation at the same time. Your presentations can be private or public. And each one has its own web address. Download your presentations and show them even without an Internet connection. The presentations are web pages (HTML) so you could even edit them manually.

Animoto

upload a video - Animoto analyses the video, feels the music, customises the video.

demo

Publish to any webpage Vuvox

Fast layout and customisation of photos, video, demo text and music. Add media hotspots, narrate interactivity. Publish to any webpage

Viddix

Upload your video and support notes, images, etc. View on double presentation

demo

screens. Publish to any webpage. Vcasmo

A multimedia presentation solution for photovideo slide show. Synchronise a video and a slideshow side by side. Embed into any webpage.

Zoho Show

Access, import, edit and share presentations from anywhere and anytime. Share your presentations with your friends/colleagues and the shared presentations can be viewed/edited with just a browser. Give a presentation to a client who is half a globe away. Make your presentations public. Embed them in your blog or website for easy viewing of your readers.

Preezo

Create professional quality presentations. Access them from any computer. Reuse images or the content of entire slides from easy to use galleries. Collaborate on a centralized web

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ICT Integration Across Curriculum

document. Prezi

Create maps of texts, images, videos, PDFs, tutorial drawings and present in a nonlinear way. Move beyond the slide.

Ahead

A web-based presentation tool. The non-linear presentation creation site allows users to upload high resolution images, videos, files from Adobe products and Microsoft Office directly as part of the interactive presentation. Offers website embed codes for sharing and has a great high-speed zooming interface that is easy to work with.

Creaza

An integrated, web-based toolbox for creative work. Integrates professional and usergenerated content, creative tools and a social network. Share work and can give comments and suggestions.

Slidesix

Upload your presentations and share them with your friends (publicly or privately). You can even add video and/or audio by recording it directly within the site!

Present.io

Simple rich web-presentation functionality. No registration, no downloads, no installs. You can upload presentation files (documents, pictures, video, audio) and be giving it in seconds. Free conference call line and rich chat functionality.

MyBrainShark

Upload your presentation, document or video. Narrate it, share it, track it. Create voice-over presentations. Make talking photo albums. Upload a video or screencast. Narrate documents. Produce podcasts. Share your content.

Sliderocket

Upload your slides, keynote or powerpoint and video. Publish to any webpage.

Slideshare

Upload powerpoints to share with others

Authorstream

Present and share powerpoints. Port directly to YouTube. Start a meeting online, invite contacts to discuss live. Embed into any website, blog or share by email. Create your own channel to showcase your presentation.

Slideboom

Share powerpoint presentations online. Play as movie with audio and l links.

Photoshow

Turn your photos into a musical PhotoShow in just minutes

Voicethread

Create a slideshow of images or video and you and others can comment on each photo by text, audio or video. Embed into any

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ICT Integration Across Curriculum

webpage. MuseumBox

Provides the tools for you to build up an argument or description of an event, person or historical period by placing items in a virtual box. You can add text, images, video and sound to the side of the cubes.

Shwup

Personal online space where you can easily share and view photos and video with those you choose to invite. Also create fun home movies (called muvees) to share and post them to your blogs, Facebook and other social media sites.

Empressr

Rich media presentation tool. Tell your story anyway you like. Add photos, music, video, and audio, and share it publicly or privately in an instant.

DoYouBuzz

10+ elegant and professional resume templates. In the click of a button, try on the design that best accentuates your personality. Your resume will automatically adapt to the theme. Enrich your resume with videos, images, presentations and documents.

MyPhotoAlbum

Hundreds of personalized designs and layouts. Unlimited online photo sharing and albums. Free video storage and sharing.

MyPlick

Share, embed and discover presentations and slide shows online. Upload your presentation documents in a variety of formats such as powerpoint, pdf, openoffice odp, etc. Upload an audio file and have the option to synchronize the audio with your slides using our online easyto-use sync tool.

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Publishing Tools Scribd

Upload any document. Share or embed your published document.

Youblisher

Make your pdf documents flippable and quickly loading. It is like touching a realdocument. Can embed into any website. Just upload Pdf, and your book is made.

Letterpop

Create professional looking newsletters and brochures.

FormatPixel

Create your own online magazines, brochures, catalogues, portfolios and more. Design page based projects, layout text, upload your own images, add interactivity and customise their appearance. Move, insert or delete pages to create multi-page presentations.

Calameo

Upload all major formats and convert them instantly in digital publications.

Issuu

Upload your documents, publish as professional publications. Embed into any webpage.

Openzine

Quickly create an online magazine and collaborate with friends. Create a blog that groups your posts with a magazine style cover you design.

Embedit.in

Embed files into your webpages - support most image, text and doc formats.

Apture

Put links and embeds on your web pages. Integrate reference guides, images, video, maps, music, documents, presentations and more from 50+ sources. Layer media into your site with one click.

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ICT Integration Across Curriculum

Broadcast Tools Mogulus

Watch and produce live broadcasts.

Ustream

Live, interactive broadcasting. In just minutes, you can broadcast and chat online with a global audience. Completely free, all it takes is a camera and Internet connection. tutorial

Zentation

Save your live presentations with powerpoints, or other media, to support.

Qik

Stream video live from your mobile to the web.

Freepath

Just drag and drop your favorite stuff into Freepath's playlist, no need to convert files, upload videos or embed links.

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ICT Integration Across Curriculum

Multimedia Poster and Pages Scrapblog

Combine your photos, audio, video and text to create multimedia pages and mix things up with a bunch of creative elements. Share your creations with family and friends or post them directly to your favorite sites.

Glogster Edu

Combine images, video, music, photos and audio to create mulitmedia pages. Embed into any webpage.

Wix

Import favourite pictures and movies from your own computer or from the web. Create stunning pages using creative elements. Embed into any webpage or share directly.

WebPoster

This tool allows educators to create a lesson, worksheet, or class page and immediately publish it online. Teachers can also set up classes and assign projects to students. Students complete the assignments by creating their own online projects or reports. Teachers and students can even add images and links to their pages.

Adam

Bring life to your dusty old static documents. Add videos, HTML, stylized text and more to a static PDF or image file.

Yola

Website builder that requires no technical skills. No ads, no banners. No hidden fees. Now download, works securely in your browser. Unlimited free hosting. Previously known as Synthasite.

BeeClip

A fun and creative place where you can create amazing scrapbooks. A unique way to collect and share your digital photos and videos.

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ICT Integration Across Curriculum

Collaborative Document Google docs

Upload your files, edit anytime from anywhere, choose who can access your documents share and collaborate online.

iNetWord

Create any document using point-level formatting, indents, margins, backgrounds, borders, choice ofbullets, numbering, spell check, pictures, and more. Share folders, documents, and pictures. View highlighted changes others made. Revert document with one click. Your document is neveroverwritten.

Self Destructable Text Notes

Type text (post note) and get a link for it, can be password protected, send the link (email, twitter) to the recipient. As soon as the recipient reads it, the note will be destructed.You can attach a file to your note. It will be automatically deleted after the first downloading

Showdocument

Launch or join a fully synchronised document collaboration session. Upload your document and invite friends.

Crocodoc

Mark up, fill out, and collaborate on PDFs, Word documents, PowerPoint slides, and web pages.

Justpaste.it

Just paste text from other webpage or word processor. Text formatting and images will be preserved. Add graphics to your notes. Embed videos by using [video] marks. Add a professional-looking mathematical formulas by using LaTex. Import from file. Text formatting and graphic will be preserved. Automatic text backup every 3 mins. Download as PDF.

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ICT Integration Across Curriculum

Collaborative Spaces Google Apps for Education

Email and collaboration tools for educators and students at all levels.

NineHub

Based on Moodle Course Management System, share, communicate, collaborate and administer in an Virtual Learning Environment. Educators can use activity modules such as Forums, Wikis, Databases, Blogs, SCORM, Quizz and many more

Haikuls

LMS - create online lessons with articles, images, audio, and video for your class. Manage discussions, auto-grade assessments, and track scores through a gradebook.

SimpleVLE

Virtual learning environment designed for teachers, instructors, or professors and their students. Teacherz can create classes, design tests, quizzes, and/or exams , and assign to any of the created classes or students.

ManyMoon

Add projects, assign tasks, record milestones.

Phuser

Have group discussions privately. Share photos and files securely. You choose who joins in. Keep track of many discussions easily.

Timzon

Collaboration tool enabling virtual teams to communicate effectively through video and across time zones.

Wetoku

No software to install. Use webcams to interview or hold a conference, record the interview, and embed the video right away. Dual frames mean that you can record both people at the same time.

Vyew

Give presentations, host webinars, or conduct team meetings. Leave content available for access over time. Upload docs, images or media. Options for chat or talk. Create and upload course content for real-time and anytime collaborative learning.

TeamViewer

TeamViewer establishes connections to any PC all around the world within just a few seconds. You can remote control your partner's PC as if you were sitting right in front of it.

Shwup

Personal online space where you can easily share and view photos and video with those you choose to invite. Also create fun home movies (called muvees) to share and post them to your blogs, Facebook and other social media sites.

DebateGraph

A debate visualization tool to help groups think through complex topics by building and sharing dynamic, collaboratively-editable and ratable maps of subjects from multiple perspectives. to increase the transparency and rigor of political debate around the world

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Join.me

Share a single screen so everybodyâ&#x20AC;&#x2122;s on the same page. A simple application that allows users to share their screen instantly with anyone by giving them a simple code.

Udutu

Web-based tool which provides a user friendly platform to create highly interactive elearning courses quickly and easily. Anyone can design, build and implement online training courses without any prior technological expertise.

Nabble

Free forums and other embeddable apps. Start a free forum, start a Mailing List, archive Your Mailing List, create a Photo Gallery. create a Newspaper, start a Blog

Tal.ki

Now you can embed a forum on your own site, just like a YouTube video. Embed in your own website.

CollaborizeClassroom

Complement classroom instruction and engage students in online activities, assignments and discussions that allow for deeper participation inside and outside the classroom. Embed Microsoft Office documents, videos, pictures, and PDFs. Publish discussions to a results page so students can see tangible outcomes of their conversations. Download FREE lesson plans.

EnterTheGroup

A way to enable better organization for students and teachers. It also allows the class to continue the learning, debating and sharing. A shared calendar, online communication, file sharing etc.

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ICT Integration Across Curriculum

Collaborative Videos Palbee

Free online service which allows you to set up easy video meetings with your friends and colleagues. Also record your own presentations and store them online.

MailVu

Video email up to 10 minutes. Self-destruct after # of views. Retract video email at will. Video stored up to 365 days.

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ICT Integration Across Curriculum

Collaborative Sticky Notes and Walls Wallwisher

Create notes in your own workspace wall. You can save your workspace at any time and return to them from the same computer or any other computer. You can also share your notes with others by providing the workspace name (or url) to a friend. Great for collaborative ideas and brainstorming as many people can work on the same page at the same time.

PrimaryWall

A web-based sticky note tool designed for schools that allows pupils and teachers to work together in real-time

Corkboard.me

Create your own corkboard. Write a note, click-and-hold to move around. Paste an image link.

Notaland

Mash your ideas and media together with friends in a dynamic whiteboard wiki. Using photos, videos, and other web content you can instantly create brainstorms, presentations, scrapbooks, and enjoy an interactive chat with more than 50 friends.

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ICT Integration Across Curriculum

Collaborative Notepads and Graphs TypeWithMe

A web based word processor that allows pupils and teachers to work together in real time. Each editor is in a different colour. An alternative to etherpad.

iEtherpad

A web based word processor that allows pupils and teachers to work together in real time. Each editor is in a different colour. Able to create an account to keep track of your pads. An alternative to etherpad.

Titanpad

A web based word processor that allows pupils and teachers to work together in real time. Each editor is in a different colour. Able to create an account to keep track of your pads. An alternative to etherpad.

MeetingWords

A web based word processor that allows pupils and teachers to work together in real time. Each editor is in a different colour. An alternative to etherpad.

PiratenPad

A web based word processor that allows pupils and teachers to work together in real time. Each editor is in a different colour. An alternative to etherpad.

Sync.in

A web based word processor that allows pupils and teachers to work together in real time. Each editor is in a different colour. Able to download a desktop launcher. An alternative to etherpad.

Textflow

Parallel word processer.

SpringNote

An online notebook. Create pages, work on them with friends, and to share files. A great tool for group projects as it allows group members to easily collaborate. Advanced search, numerous templates, and 2GB of free file storage. Access it from anywhere anytime.

WebNote

A tool for taking notes on your computer. Create a workspace and create notes in the workspace. Share your notes with others.

SimpleNote

Keep notes on the web, your mobile device and your computer. Find notes quickly with instant searching and simple tags. Share or publish.

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Blogs, Wikis and Social Networks

Wikispaces

Personally, my preferred wiki - used to make this space. Create simple web pages that groups, friends, and families can edit together.

pbwiki

Simple, secure collaboration. Easily share files with users.

Wetpaint

Create a free website about anything y ou love

MediaWiki

Wiki package originally written for Wikipedia.

Blogger

Google's blog engine.

Edublogs

Blogging for teachers and students, made easy

Wordpress

Express yourself - start a blog

21classes

Create a virtual classroom and BlogPortal. Instant use, hosted, free. to be contiFree blogs for schools.

Edmodo

A private microblogging platform that teachers and students can use to send notes, links, files, alerts, assignments, and events to each other. Teachers sign up for accounts, and then create groups. Students then sign up (no email address required) and join the group using the unique code.

Kidblog

Allow students to publish posts and participate in discussions within a secure classroom blogging community. Teachers maintain complete control over student blogs. No student email addresses required.

Classblogmeister

Blog engine that has been developed specifically for classroom use.

Grou.ps

Create your own social network. No ads or branding unless your storage needs exceed 3GB.

CoveritLIve

Web based software takes your next live blog to a new level. Your commentary publishes in real time like an instant message. 'One-clickâ&#x20AC;&#x2122; publishing lets you drop polls, videos, pictures, ads and audio clips as soon as they come to mind. Comments and questions from your readers instantly appear but you control what gets published

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List of Software and Online Resources for Integrated Lessons Software/tools

Grade/Level/

Skills

Timeliner XE

Analyze

This program is helpful to organize data in the form of timeline.

Organize Present Create

Subject

Information

suitable for primary and middle level

http://www.tomsnyder.co m/timelinerxe/#

Grade 3-10

online resource:

Science English Sst Arts

http://timeglider.com/ http://www.dipity.com/

Collaborate Plan Inspiration

Organize

Visual learning-Range of softwares available through which learners better understand and retain information when ideas, words and concepts are associated with images. Graphic Organizers, diagrams and outlines

Analyze information

Decision Decision : The Environment 5.0

Apply

Grade 5-10

Analyze

History

Through role-playing simulations, students learn and apply the lessons of history. Neighborhood MapMachine enables you and your children to create, navigate, and print maps of your own neighborhood or imaginary places, make maps with roads, buildings, lakes, trees, and other elements; and, create and compare mysteries that develop geography skills.

Grade 5-10

online resource:

Integrate new knowledge Critical Thinking

http://www.inspiration.co m/

Science English Sst

https://bubbl.us/ http://www.mindmeister.c om/?gclid=CPKr0fekLkCFche3godKjwAPg

Integration

Create

Grade 3-6

Analyze Applying Evaluating

Maths Language Arts Social Studies

http://www.swexpress.co m/item/BE408BA075954729 852573E500549552!opendo cument

http://www.tomsnyder.co m/products/product.asp?S KU=NEIV20 free download link http://www.freedownload 3.com/software/play_neig hborhood_map_machine.ht ml

Online resource: http://school.familyeducat ion.com/geography/parenti ng/33580.html http://education.nationalg eographic.com/education/ mapping/interactive-

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ICT Integration Across Curriculum

map/?ar_a=1 Geogebra

Analyze

Dynamic mathematics & science for learning and teaching.

Evaluate Create

Middle school -university level Maths

Download Link http://geogebra.en.softoni c.com/

Science Calculus Geometry

online resource http://www.geogebra.org/ cms/en/ http://livegeometry.com/

Graphmaster

Analyze

Grade 4- Grade 8

Graph, analyze, and compare data with this easy-to-use tool!

Create

Maths

Evaluate

SST

Apply

Science

http://www.k12software.c om/view_details.php?ID=85 9

online resource: http://chartmaker.mathwa rehouse.com/online-bargraph-maker/ The Best online Custom Poster and Photo Collage Maker

Create

Grade 3-8

online resource:

Apply

Science

Analyze

English

http://www.postermywall. com/blog/2012/09/announ cing-free-classroomaccounts/

SSt Arts IT

Logo

Create

Turtle Logo for Kids teaches kids step by step the basic of computers programming.

Evaluate

Grade 4-8

Analyze Apply Understand

Arts Maths

Create

Map skills and geometry for grades 4 â&#x20AC;&#x201C;5. Students use grids, numbered pairs, map scales and

Analyze

compass directions, and they compute rectangle areas and perimeters.

Grade 4-6

download link:

Download link http://microsoftmath.en.softonic.com/

Apply map

http://www.techibuzz.com /2012/12/28/logoprogramming-languagesoftware-for-kids/

http://www.softronix.com /logo.html

Knowledge

Adrift, lost and cliff bound (not free)

online resource:

Maths Geometry Geography

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ICT Integration Across Curriculum

Online resource http://www.sheppardsoftw are.com/Geography.htm

http://education.nationalg eographic.com/education/ media/geogames/?ar_a=1

http://education.nationalg eographic.com/education/ topics/mapmakerkits/?ar_a=1&grade_bands= 2 http://jcschools.net/tutorials/inter act-socst.htm

Sponge lab

Create

free stunning online science learning tool. Resources like videos, images, games and lessons for teachers and kids are available at one place.

Analyze

Grade 5-8

Resource link

Science

http://www.spongelab.co m/

Evaluate Organize Problem solving

Graph master

Create

Free software that allow your students to create three different interactive, printable graphs on one screen based on data collected in a survey or poll of their classmates.

Evaluate Organize

Download link Grade 5-8

Analyse Maths Science

http://www.softpedia.com /get/Science-CAD/GraphMaster.shtml

Social studies Online tools

http://nces.ed.gov/nceski ds/createagraph/ http://www.chartgo.com/ http://www.onlinechartto ol.com/ http://www.softschools.co m/math/data_analysis/bar _graph/activities/make_yo ur_own_bar_graph/

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ICT Integration Across Curriculum

Geometry games and resources

Create

Great resource for teachers and students.

Analyze

Grade 1-6

Online Link

Maths

http://www.homeschoolm ath.net/online/geometry.p hp

For all subjects

http://jcschools.net/tutorials/inter act-socst.htm

Evaluate Organize Apply

Interactive Sites Provide educational links for different subjects.

Protagonize lets you create, publish & share your writing, collaborate with other authors, & connect with your readers.

Free Photo Editors

Create

These online websites help you to create collage, animate and edit ur pictures.

Analyze

Grade 6-12

Applying

Online Resource link http://www.fotor.com/fea tures/collage.html

Organize Evaluate

http://www.protagonize.c om/

IT and other subjects.

http://www.picture2life.c om/ http://pixlr.com/ http://www.pizap.com/ma ke-photo-collage.php http://www.photofunia.co m/ http://blabberize.com/

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ICT Integration Across Curriculum

Question Chart for 21st Century Teachers and Students 1. Develop  proficiency  with  the  tools  of  technology “Students in the 21st century should have experience with and develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs. "

2- Build relationships with others to pose and solve problems “Students in the 21st century need interpersonal skills in order to work collaboratively in both face-toface and virtual environments to use and develop problem-solving skills. When learning experiences are grounded in well-informed teaching practices, the use of technology allows a wider range of voices to be heard, exposing students to opinions and norms outside of their own. "

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ICT Integration Across Curriculum

3- Design and share information â&#x20AC;&#x153;Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms."

4- Attend to the ethical responsibilities required by complex environments Students in the 21st century must understand and adhere to legal and ethical practices as they use resources and create information.

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ICT Integration Across Curriculum

5- Manage, analyze, and synthesize information "Students in the 21st century must be able to take information from multiple places and in a variety of different formats, determine its reliability, and create new knowledge from that information.”

6- Create, critique, analyze, and evaluate multimedia texts ”Students in the 21st century must be critical consumers and creators of multi-media texts.”

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ICT Integration Across the Curriculum - A Conceptual Handbook for Educational Leaders  
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