Downloaded 260 times
ICT and Digital tools for college Teachers
This document provides a summary of an ICT and digital tools presentation for college teachers. It discusses: - The presenter's background and experience teaching various science courses. - An overview of different technology integration models and 21st century skills. - A variety of digital tools for organizing textual and numerical data, including knowledge maps, charts, graphs and animation tools. - The benefits of these tools for visualizing concepts, promoting creativity, and providing flexible and collaborative learning experiences. - How technology can help develop skills like digital literacy, scientific literacy, and information literacy that are important for students.
More Related Content
![Ict presentation[1][2]](https://cdn.slidesharecdn.com/ss_thumbnails/ictpresentation12-120306164439-phpapp02-thumbnail.jpg?width=640&height=640&fit=bounds)
Similar to ICT and Digital tools for college Teachers
More from St.Xavier's College (Autonomous),Palayamkottai
ICT and Digital tools for college Teachers
- 1. ICT and DigitalTools for College Teachers Presented by Dr. B. Victor St. Xavier’s College Palayamkottai.
- 2. About the presenterDr.B.Victor is a highly experienced postgraduate biology teacher, recently retired from the reputed educational institution St. Xavier’ s College, Palayamkottai, India-627001. He was the dean of sciences and assistant controller of examinations. He has more than 32 years of teaching and research experience He taught a diversity of courses ranging from pre- university to post graduate classes. Send your comments : [email protected]
- 3. “ If youlearn only methods, you’ll be tied to your methods, but if you learn principles, you can devise your own methods”. - Ralph Waldo Emerson.
- 4. Technology Integration 21st Century skills What are Tools ? Technology Tools ICT skills ICT Tools Graphic tools Digital Tools Knowledge Maps Charts Animation Tools End Note
- 5.
- 6. The world ofTechnology is advancing very rapidly. Technology is continuously changing . Change is not always easy. The initial human reaction to change is resistance. Resistance makes for slow change. Change is inevitable. Change led to progress . Learners must have the ability to adapt to changes Technology
- 7. Technology promotes theskill of learning to learn and improves their learning outcomes. Technology provides “head- heart and hand approach” to learning. Technology promotes…
- 8. 21st Century SkillsDigital-Age Literacy
- 9.
- 10. Basic Literacy Basicliteracy is language proficiency to function on the job and in society.
- 11. Scientific Literacy Scientificliteracy is knowledge and understanding of the scientific concepts and processes.
- 12. Economic Literacy Economicliteracy is the ability to identify economic problems, alternatives, costs, and benefits.
- 13. Technological Literacy Technologicalliteracy is knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.
- 14. Visual Literacy Visualliteracy is the ability to interpret, use, appreciate, and create images.
- 15. Information Literacy Informationliteracy is the ability to locate, synthesize, and use information effectively using technology, communication networks, and electronic resources
- 16. Multicultural Literacy Multiculturalliteracy is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others.
- 17. Global Awareness Itis the recognition and understanding of interrelationships among nations, states, sociocultural groups, and individuals across the globe.
- 18. “ If theonly tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow, Psychologist (1908 – 1970)
- 19. Tools Tools arewonderful and powerful things. We use hundreds of them every day for a multitude of simple and complex purposes. An alarm clock wakes us up, we clean our teeth with one, we brush our hair with another, we iron our clothes, we butter our toast etc…all with tools .
- 20. Definition of ToolA tool is defined as, “anything that aids us in accomplishing a task,” . Tools and techniques can be broadly defined as the practical methods and skills applied to specific activities to enable improvements.
- 21. Multiple uses ofTools Technology is a very versatile tool, a bit like a screwdriver. A screwdriver can screw and unscrew screws. it can also be used to pry open paint tin lids, be used as a stirrer, as a hole punch, as a hammer, as a tool for reaching the object that is always just out of reach etc.
- 22. Multiple uses ofTechnology Tools (Thomas et. al. 2002). Technology can be used as: a tool for inquiry, a tool for construction, a tool for communication, a tool for expression, a tool for productivity and a tool to assist in problem solving and the making of informed decisions.
- 23. Technology Tools Technologycommunication tools- to collaborate, publish and interact with peers, experts and audiences. Technology research tools-to locate information, to process data and report results. Technology productivity tools- construct models Technology problem solving and decision- making tools
- 24. Use of computer-based technology computer-based services can be used to search for and find relevant information in a range of contexts; computer-based services can be used to retrieve information using a variety of media; computer based services can be used to write, analyze, present and communicate information;
- 25. Learning from theTechnology Learning about the Technology Learning with the Technology. Learning use of Computer based Technology
- 26. The distributed and self – paced learning -at anytime/ anywhere (the World Wide Web provides unlimited data and experiences); Electronic messaging; Virtual learning environments. Information technology :Applications
- 27. “ Anytechnology which increase the rate of learning would enable the teacher to teach less and the learner to learn more”
- 28. Information and Communicationtechnology : Definitions Information technology (IT) is defined as the study or use of electronic equipment, especially computers for storing, analysing and sending out information. Communication technology is the process of sending, receiving and exchanging information.
- 29. New digitalparadigm ICT become a key element in economic development. ICT plays significant role in the growth of societies and economies and poverty alleviation. ICT provides more responsive and transparent governance as well as improving the reach and delivery of health, education and other social services.
- 30. ICT literacy basicallyinvolves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society. ICT literacy
- 31. EFFICIENCY: FASTER CHEAPERFEWER STEPS LESS PEOPLE LESS PAPER WORK EFFECTIVENESS: MOST INTERACTIVE FEWER ERRORS CUSTOMIZED PERSONALIZED ARCHIVABLE TRANSPARENT SEARCHABLE INNOVATION NEW PRODUCTS NEW TECHNIQUES ICT- Characteristics
- 32. As a sourceof Knowledge As a medium to transit Knowledge As a means of interaction / dialogue Major Roles Of ICT
- 33. Multimedia PC, Laptop,Notebook. CDs& DVDs. digital video, still camera. Internet and its tools- e-mail ,browsers, website, search engines, chat etc. Video /audio conferencing. Digital libraries. Interactive TVs. Microsoft publishing ,news letter, poster, brochure. ICT - Tools
- 34. Word processing -documents, notes, projects, assignments Spread sheet programming -records, exam scores Data bases -information storage Graphing software -to prepare teaching-learning resources Developing Multimedia kits -to make process interesting Internet and e-mail facilities -to gain knowledge Games and simulations -to improve quality of learning ICT Tools in Education
- 35. ICT helps toprovide interactive learning experiences ICT stimulate and motivate learners ICT provide comfortable learning . ICT tools aids of in the understanding of difficult concepts and processes ICT caters to different learning styles ICT helps students to gain valuable computer skills. ICT aids in collaboration and group work. Role of ICT in Learning
- 36. Advantages of ICTresource sharing; wide variety of services; flexibility; reliability; faster speed; cheaper cost.
- 37. ICT facilitate collaborationand communication. ICT aid in the visualization of difficult concepts ICT promote creativity. ICT enable multiplier effect of documents. ICT provide flexibility and variety in learning. ICT provide a multimedia presence in the classroom. Unique Attributes of ICT
- 38. Creativity Flexibility Logistic skills ICT-Benefits
- 39. Digital Toolsof Numerical Data
- 40. A graph isa diagram showing numerical trends and relationships. A good graph makes information vivid, memorable and meaningful. Graphs
- 41.
- 42.
- 43.
- 44.
- 45.
- 46. The best graphscommunicate their purpose with ease. They show trends and relationships. They attract attention. Features of graphs
- 47. Clarity of message.Simplicity of design Clarity of words Integrity of intentions and action Benefits of graphs
- 48. Digital Tools of Textual Data
- 49. Definition They arevisual representations of knowledge. It is a frame used to organize information Knowledge maps
- 50. Graphic organizers Cognitiveorganizers Advance organizers Concept maps Concept diagrams Thinking maps Different Names Of knowledge maps
- 51. A visual representationof knowledge A Way of structuring information into organized patterns A Way to promote active learning A Way to access students' previous experience and knowledge What are Knowledge maps ?
- 52. 1. Graphicorganizers help to communicate large amounts of information more easily 2. They allow easy editing and drawing different perspectives 3. They are flexible in application 4. They are ideal for many types of learners 5. They offer greater retention Why Knowledge maps ?
- 53. Preparation of Knowledge maps Generate ideas Structure ideas Compute the Kmap Edit the Kmap Present the Kmap Evaluate the Kmap
- 54. Knowledge maps comein different forms: Each one best suited for organizing a particular type of information
- 55. What are thedifferent types of Knowledge maps ? Hierarchical organizers- present main ideas and supporting details in ranking order, Comparative organizers- depict similarities among key concepts, Sequential organizers- illustrate a series of steps or place events in a chronological order, Cyclical organizers- depict a series of events that have no beginning or end, Conceptual organizers- include a main concept with supporting facts, evidence, or characteristics (Bromley, et al., 1998).
- 56. Kinds of Kmaps Knowledge maps Brain – storming webs Task – specific maps
- 57. Brain – stormingwebs Concept map Mind map Fishbone map Spider map
- 58. Task – specificmaps Bubble map Double bubble map Circle map Chain of events Clustering map Cycle map Brace map Venn diagram Interaction outline Problem/solution Persuasion map Time – order map E-map Flow map Tree map
- 59. A concept mayhave main topic in the center and lines radiating in all directions with sub-topics and facts branching off from the main topic. Concept Map (C Map)
- 60. Components of concept maps Nodes represent concepts. Lines represent relations between concepts. Labels on the lines describe the nature of the relationship. Arrow heads indicate direction of the relationship.
- 61.
- 62.
- 63. Concept map onwater
- 64. Concept map onorganic molecules
- 65. Concept map onPhotosynthesis
- 66. Concept map onPhysical fitness
- 67. Mind mapping wasoriginated by Tony Buzan in 1971. Mind mapping involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. Then looking for branches out and connections between the ideas. Mind mapping
- 68. Mind mapping Mind mapping is a process of taking or making notes. Mind mapping increase the quality of thinking
- 69.
- 70. Mind map onPollution
- 71. Mind map onForms of Energy
- 72.
- 73.
- 74.
- 75. Fishbone mapping The‘Head’ of the fish represents a problem, issue or project. The ‘Ribs’ of the fish represent component parts of the problem and related elements of each part. It helps to identify, explore and display the possible causes of a problem.
- 76.
- 77. This map isused to brainstorm ideas. This map is organized by placing the theme in the center of the map. Outwardly radiating sub-themes surround the center of the map. Spider map
- 78.
- 79. The bubble mapis designed for the process of describing attributes. Eg. Character traits, cultural traits, properties, salient features . Bubble map
- 80.
- 81. This map isused for comparing and contrasting two thinks. Eg. Two characters in story, two historical figures, two social systems. Double bubble map
- 82.
- 83. This map isused for seeking context and brainstorming . It has two concentric circles. In the middle of the circle you put the key ideas and the out side circle you put everything you know about those ideas. Circle map
- 84.
- 85.
- 86. It generates ideas,images and feelings around a stimulus word. It helps to organize descriptive information on a topic. It enables to group items into categories and to see patterns in one’s idea. Cluster map
- 87.
- 88. Cycle attempts toshow how a series of events interacts to produce a set of results again and again. Cycle map
- 89.
- 90.
- 91. This map isused for identifying the part-whole, physical relationship of an objective. By representing whole – part and part- sub part relationships, this map supports learners’ spatial reasoning. Brace map
- 92. A Venn diagramis made of two overlapping circles. It is to analyze similarities and differences between two things (people, place, events, ideas) It places individual characteristics in either the left or right sections, and common characteristics within the overlapping sections. Unique traits Unique traits Shared traits Venn diagram
- 93.
- 94. It is usedto represent the details of any four events related to a topic. Time- order map
- 95. It is usedto represent any three details / subordinate categories of a topic. E- map
- 96. Flow map representsthe sequence of steps in producing a product or describes a process. Flow map
- 97. It displays thekey term at the top and leads down to relate sub-branches of a concept or an organization or function of a body. Tree map
- 98.
- 99.
- 100. It is usedto describe the stages of the steps in a linear procedure, the sequence of events, the goals, the actions and the outcomes of a character in a novel . Beginning Chain of events First Event Second Event Final Event
- 101.
- 102.
- 103.
- 104. Single cause/ MultipleEffect
- 105. Multiple Causes /Single Effect
- 106. Cause / effectdiagram
- 107. Single Cause /multiple effects
- 108.
- 109.
- 110.
- 111.
- 112.
- 113.
- 114. Continuum/ Time linechart
- 115.
- 116.
- 117.
- 118. T Chart Usedfor comparing and contrasting by placing individual characteristics in either the left or right sections.
- 119. Compare/ contrast chartUsed to show similarities and differences between two things (people, places, events, ideas, etc.).
- 120. KWLH Chart K– What we KNOW about the subject. W - What we WANT to learn. L - What we LEARNED H – HOW can we learn more .
- 121.
- 122. PMI evaluation Useto show positive, negative, and interesting attributes of a subject, concept, topic, solution, etc., in order to determine the nature of the outcome and whether it will be worth continuing or not.
- 123.
- 124.
- 125.
- 126.
- 127.
- 128.
- 129. VISUAL TOOLS Toclarify your point To emphasize your point To simplify your point To unify your point To impress your learner
- 130. Dart, B &Boulton-Lewis, G (eds) (1998) Teaching and Learning in Higher Education. Melbourne, Australian Council for Educational Research. Gibbs G & Habeshaw T (1995) 253 Ideas for your Teaching. Bristol, Technical and Education Services. Laurillard, D (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London, Routledge. Weimer, M. (1990). Improving college teaching: Strategies for developing instructional effectiveness. San Francisco: Jossey-Bass. Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997). Teaching with Technology: Creating Student-centered Classrooms. New York, Teachers College Press. References
- 131.
- 132.