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The eLearning Club as a Support Strategy in Technology Integration

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Information about The eLearning Club as a Support Strategy in Technology Integration

Published on January 13, 2009

Author: rexcris

Source: slideshare.net

Description

The eLearning Club as a Support Strategy in Technology Integration
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The e-Learning Club as a Support Strategy in Technology Integration Presented at the 1 st National ICTs in Basic Education Congress 6-7 December 2004 Cebu City, Philippines

Project Background The Coca-Cola ed.Venture pilot project is a core pilot project under Pilipinas Schoolnet Launched in April 2001 through the generous support of The Coca-Cola Export Corporation (Philippines & Asia Pacific) Project components are: Connectivity Training and Professional Development Support Services Monitoring and Evaluation

The Coca-Cola ed.Venture pilot project is a core pilot project under Pilipinas Schoolnet

Launched in April 2001 through the generous support of The Coca-Cola Export Corporation (Philippines & Asia Pacific)

Project components are:

Connectivity

Training and Professional Development

Support Services

Monitoring and Evaluation

Project Background Set-up of 15 computer laboratories in 15 public HSs in Metro Manila, Bohol, Cebu, Iloilo, Negros Oriental and Leyte Training programs for teachers, school administrators and technical staff Teacher professional development: Basic Computer and Internet Literacy Information Literacy Strategies in Curriculum-Technology Integration Telecollaboration

Set-up of 15 computer laboratories in 15 public HSs in Metro Manila, Bohol, Cebu, Iloilo, Negros Oriental and Leyte

Training programs for teachers, school administrators and technical staff

Teacher professional development:

Basic Computer and Internet Literacy

Information Literacy

Strategies in Curriculum-Technology Integration

Telecollaboration

R ationale Monitoring results after SY 2002-03: Teachers had difficulty completing their telecollaborative projects due to scheduling conflicts, lack of ICT skills and/or lack of opportunities to hone basic skills . Suggestion to involve students through the formation of e-Learning Clubs Recognizing the reality that students are highly motivated to learn and eventually adapt to the new technology

Monitoring results after SY 2002-03:

Teachers had difficulty completing their telecollaborative projects due to scheduling conflicts, lack of ICT skills and/or lack of opportunities to hone basic skills .

Suggestion to involve students through the formation of e-Learning Clubs

Recognizing the reality that students are highly motivated to learn and eventually adapt to the new technology

Instead of working on inter-school telecollaborative projects , it may be more appropriate/feasible for students and teachers in each school to work together in designing and implementing learning activities that use the ICT facilities in the school. Formation of e-Learning Clubs in each school through workshops involving both students and teachers Complemented with a workshop on Curriculum Integration for teachers R ationale

Instead of working on inter-school telecollaborative projects , it may be more appropriate/feasible for students and teachers in each school to work together in designing and implementing learning activities that use the ICT facilities in the school.

Formation of e-Learning Clubs in each school through workshops involving both students and teachers

Complemented with a workshop on Curriculum Integration for teachers

O bjectives of the ELC To better prepare students and teachers for ICT-based learning activities To design, promote and implement learning activities in every year level that use ICTs To enhance the ICT skills of students through peer-to-peer tutoring and teacher - guided activities

To better prepare students and teachers for ICT-based learning activities

To design, promote and implement learning activities in every year level that use ICTs

To enhance the ICT skills of students through peer-to-peer tutoring and teacher - guided activities

N ature of the Club The E-Learning Club activities are CURRICULAR, meaning: they are based on units and lessons in the curriculum ; and for the most part, they will be done during class hours, or regular class sessions.

The E-Learning Club activities are CURRICULAR, meaning:

they are based on units and lessons in the curriculum ; and

for the most part, they will be done during class hours, or regular class sessions.

C ore M embership One (1) Over-all Coordinator 1 Four (4) Year-level Coordinators 2 , one for each year 10 students per year level, representing different sections handled by the year-level coordinator the Center Manager and Assistant Center Manager Preferably a Subject Area teacher Must be Subject Area teachers

One (1) Over-all Coordinator 1

Four (4) Year-level Coordinators 2 , one for each year

10 students per year level, representing different sections handled by the year-level coordinator

the Center Manager and Assistant Center Manager

Preferably a Subject Area teacher

Must be Subject Area teachers

R oles & R esponsibilities S tudent members: Help classmates and schoolmates master the skills needed to complete assigned activities ( e.g., surfing the Web, creating an e-mail account, working with e -mail, creating an e-group, etc. ) Assist teachers in planning and implementing ICT -based learning activities in their class and within their year level Plan and lead the implementation of at least 1 school-wide ELC project per year

S tudent members:

Help classmates and schoolmates master the skills needed to complete assigned activities ( e.g., surfing the Web, creating an e-mail account, working with e -mail, creating an e-group, etc. )

Assist teachers in planning and implementing ICT -based learning activities in their class and within their year level

Plan and lead the implementation of at least 1 school-wide ELC project per year

Y ear L evel C oordinators Plan the ICT-based learning activities for the year level with the year-level club members Ensure that there is a fit between curricular goals and the learning activities for their year level (instructional design) Monitoring and reporting the progress of year-level activities Serve as mentors or guides to new teacher members R oles & R esponsibilities

Y ear L evel C oordinators

Plan the ICT-based learning activities for the year level with the year-level club members

Ensure that there is a fit between curricular goals and the learning activities for their year level (instructional design)

Monitoring and reporting the progress of year-level activities

Serve as mentors or guides to new teacher members

O ver All Coordinator Monitor and report the progress of year-level club activities Provide whatever assistance is necessary to the year-level coordinators towards the successful completion of year-level activities Ensure the provision of assistance and guidance to new teachers by the Year-Level coordinators Regularly update their own skills in the use of ICTs for education and share knowledge and skills with other Club members R oles & R esponsibilities

O ver All Coordinator

Monitor and report the progress of year-level club activities

Provide whatever assistance is necessary to the year-level coordinators towards the successful completion of year-level activities

Ensure the provision of assistance and guidance to new teachers by the Year-Level coordinators

Regularly update their own skills in the use of ICTs for education and share knowledge and skills with other Club members

C enter Manager & A ss istant Center Manager Closely coordinate with the Over-all Coordinator and Year-Level Coordinators in scheduling center use for e-Learning Club activities Assist student members in conducting website design and others skills trainings for other students Provide technical assistance to the Over-all and Year Level Coordinators R oles & R esponsibilities

C enter Manager & A ss istant Center Manager

Closely coordinate with the Over-all Coordinator and Year-Level Coordinators in scheduling center use for e-Learning Club activities

Assist student members in conducting website design and others skills trainings for other students

Provide technical assistance to the Over-all and Year Level Coordinators

Teacher reactions Students were highly motivated to use computers and Internet Being able to observe group dynamics closely; seeing how students work together and how they cooperate to achieve a single purpose Being able to focus on students who need more guidance and help than others Some Observations

Teacher reactions

Students were highly motivated to use computers and Internet

Being able to observe group dynamics closely; seeing how students work together and how they cooperate to achieve a single purpose

Being able to focus on students who need more guidance and help than others

Teacher reactions Shared responsibility; being able to entrust leadership tasks to students Learning from their students’ work, which in turn, they use in enhancing their resource base for teaching In some cases, students’ enthusiasm and drive to finish the projects became the teacher’s source of motivation Some Observations

Teacher reactions

Shared responsibility; being able to entrust leadership tasks to students

Learning from their students’ work, which in turn, they use in enhancing their resource base for teaching

In some cases, students’ enthusiasm and drive to finish the projects became the teacher’s source of motivation

Student reactions Enjoyed working with computers and the Internet and doing field research; developed specialized skills such as web designing Recognized the need to develop other skills such as interviewing experts and real-world sources and working as a team – authentic learning Recognized the role of the teacher as a guide in the process: sought after closer guidance What they learned aside from the subject area: patience, cooperation, self-confidence, connections between subject areas, pride in their independent work Some Observations

Student reactions

Enjoyed working with computers and the Internet and doing field research; developed specialized skills such as web designing

Recognized the need to develop other skills such as interviewing experts and real-world sources and working as a team – authentic learning

Recognized the role of the teacher as a guide in the process: sought after closer guidance

What they learned aside from the subject area: patience, cooperation, self-confidence, connections between subject areas, pride in their independent work

In some cases, creating a “community of practice” within the school: teachers working in teams, sharing each others’ experiences in implementation, “critiquing” of each other’s work Facilitating the recognition of innovation within the school since efforts are subsumed under an organizational structure In some cases, facilitating the provision of better or improved administrative support Some Observations

In some cases, creating a “community of practice” within the school: teachers working in teams, sharing each others’ experiences in implementation, “critiquing” of each other’s work

Facilitating the recognition of innovation within the school since efforts are subsumed under an organizational structure

In some cases, facilitating the provision of better or improved administrative support

Classroom management issues: Supervising students’ time in the laboratory and in the field as well Handling large groups of students (8 to 10 members each) Integrating results of the assessment of student outputs In some cases, lack of focus on curricular goals Scheduling issues for teachers and students In some cases, difficulties in coordinating the use of the laboratory Intermittent technical problems Problems Encountered

Classroom management issues:

Supervising students’ time in the laboratory and in the field as well

Handling large groups of students (8 to 10 members each)

Integrating results of the assessment of student outputs

In some cases, lack of focus on curricular goals

Scheduling issues for teachers and students

In some cases, difficulties in coordinating the use of the laboratory

Intermittent technical problems

Addressing classroom management and scheduling issues Appropriate instructional design that integrates the use of available technology Continuous updating of skills of teachers in order to provide support to student members Membership expansion through skills trainings for both students and teachers Challenges

Addressing classroom management and scheduling issues

Appropriate instructional design that integrates the use of available technology

Continuous updating of skills of teachers in order to provide support to student members

Membership expansion through skills trainings for both students and teachers

Provision of consistent administrative support at the school level: recognition of innovation, creation of an incentive system The ELC as an instrument to gain community support: awareness-raising among parents, community leaders and members Challenges

Provision of consistent administrative support at the school level: recognition of innovation, creation of an incentive system

The ELC as an instrument to gain community support: awareness-raising among parents, community leaders and members

THANK YOU!!! Liezl S. Formilleza Deputy Director for Programs and Research FIT-ED [email_address] www. pilipinasschoolnet .org

THANK YOU!!!

Liezl S. Formilleza

Deputy Director for Programs and Research

FIT-ED

[email_address]

www. pilipinasschoolnet .org

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