In this unit, we will demonstrate how technology can contribute to teaching, learning, administration and professional development. Simple strategies to use ICT to support traditional teaching strategies will be introduced.
In this unit of study we will investigate what has emerged as global good practice in terms of ICT and education, as well as identify what your role as a teacher is in this regard. In this unit we will look specifically at ICT in Education Policy and the role of the teacher.
By the end of this unit teachers should be able to:
Deepening knowledge 3- (d) Designing unit plans and classroom activities so that students engage in reasoning, discussion and use of key concepts of the subject matter while collaborating with peers in understanding, representing and solving complex real-life problems as well as considering solutions to these problems and communicating regarding it.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3- (د) تصميم خطط الوحدة وأنشطة الفصل الدراسي بحيث يشارك الطلاب في التفكير المنطقي والمناقشة واستخدام المفاهيم الأساسية للموضوع أثناء التعاون مع أقرانهم في فهم وتمثيل وحل مشاكل الحياة الواقعية المعقدة بالإضافة إلى التفكير في الحلول لهذه المشاكل والتواصل بشأنها.
The aim of this unit is that upon completion, teachers will be able to demonstrate how various ICT can be used in the curriculum and be used to improve assessment.
The aim of this unit is that upon completion, the teachers will be able to incorporate the use of ICT into learning and teaching processes so as to support acquisition of learning area content and skills.
By the end of this unit teachers should be able to:
Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.
Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.
تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.
By the end of this unit teachers should be able to:
Technology Literacy 3- (a) List how prescriptive teaching and ICTs can be used to support students' acquisition of subject-related knowledge.
Technology literacy 3- (b) Include appropriate ICT activities in lesson plans to support students' acquisition of subject-related knowledge.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 3- (أ) ضع قائمة بكيفية استخدام التدريس التوجيهي وتكنولوجيا المعلومات والاتصالات لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.
محو الأمية التكنولوجية 3- (ب) تضمين أنشطة تكنولوجيا المعلومات والاتصالات المناسبة في خطط الدروس لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.
This unit of study investigates how ICT can support the curriculum and the delivery of skills necessary to function in the 21st century.
This lesson supports educators in exploring Open Educational Resources and Creative Commons licenses. Educators:1) learn definitions of OER and CC licenses2) explore local connections to OER3) practice their understanding of OER, CC and how this connects to their local experience
This lesson supports educators in exploring the different ways to engage with OER and contribute to the Open Education community. Educators:1) practice searching, evaluating, curating, remixing and authoring resources2) explore local connections to openly licensed resources3) practice their understanding of OER resources and how this connects to their local experience
This lesson supports educators in exploring the different ways that resources can be licensed, including their own resources. Educators:1) compare and contrast different licensing restrictions2) explore local connections to openly licensed resources3) practice their understanding of OER, CC and how this connects to their local experience
ILLUMINE community platform (https://illumine.upf.edu/) fosters a community of teachers based around evidence-based teaching practices.
The platform is an interactive, online resource for educators. It enables teachers to create, reuse (copy, share, customise) research lessons and the learning activities within such research lessons. The research lessons functionality scaffolds teacher inquiry processes.
It also enables teachers to learn about evidence-based teaching strategies (retrieval practice, distributed practice, reframing, spaced learning), access resources for applying the strategies with students, get inspiration from the experiences of teaching peers.
Additionally, the website hosts or links to all project outputs (Workshop Toolkit, Digital Handbook, Mini-MOOC on the science of learning, Classroom materials, etc.), describes the project and its objectives, and contains the news updates on project activities.
ILLUMINE Evidence-based Teaching Practices Handbook is an open educational resource (OER). It compiles, from the workshops, evidence-based practices, technological tools facilitating their usage, science of learning theory underlying them, and case studies generated by teachers. It’s a practical resource that support educators in improving their teaching practices.
ILLUMINE Teacher Professional Development Toolkit includes a guide and materials for running a 20-hour ILLUMINE teacher professional development course.
It provides summaries of conducted workshops for primary school (Spain, Serbia), secondary and vocational schools (Spain, Portugal, Serbia, Portugal), and a mix of school levels (Estonia).
The ILLUMINE training course involves having educators design and run their own research lessons to improve their teaching practices. Strategies such as retrieval practice, distributed practice, and cognitive reappraisal (reframing of stress) are introduced.
Esta Cartilha foi desenvolvida no âmbito do Programa de pós-graduação em Rede Nacional para Ensino das Ciências Ambientais (PROFCIAMB) que tem como objetivo possibilitar a formação continuada, em nível de Mestrado Profissional, a professores da educação básica, bem como profissionais que atuem em espaços não formais e/ou não escolares, e aqueles envolvidos com divulgação e comunicação das ciências (UFPA, 2022). Para o Mestrado Profissional, um dos requinto para a conclusão do curso é o desenvolvimento de um processo ou produto educacional para aplicar em condições reais de sala de aula ou outros espaços de ensino e em formato artesanal ou em protótipo (BRASIL, 2019a). Nesse sentido, este produto educacional foi desenvolvido como parte dos resultado da pesquisa intitulada “AS INTERFACES NO ENSINO DAS CIÊNCIAS AMBIENTAIS E O NOVO ENSINO MÉDIO: desafios, perspectivas e lacunas a partir dos documentos estruturantes”, que apresentou como objetivo específico a proposição de uma cartilha com roteiro conceitual/pedagógico para de formulação das itinerâncias/ itinerário formativo a partir dos pressupostos teóricos-metodológicos para o ensino das CIAMB, que considerem a interdisciplinaridade, a integração curricular e a contextualização nas unidades curriculares que compõem a Formação para o Mundo do Trabalho - parte diversificada e flexível do currículo do ensino médio no Pará. Nosso desejo é que esta cartilha seja lida com múltiplos e complexos olhares e contribua na proposição de caminhos para a inserção da dimensão ambiental nos planos pedagógicos e docentes das escolas e para o ensino das Ciências Ambientais.
It is an introductory video for the online course on "OER for Empowering Teachers " on SWAYAM portal.
The I-PLAY Young Players acted as digital facilitators and multipliers, by stimulating debates on the future of digital inclusion in the EU, and collected ideas and proposals on e-Citizenship, Digital Solidarity, Distance Learning, Remote Working, Digital Communication, all gathered up in the "I-PLAY Recommendations for the Future of Europe: how to foster digital inclusion".
I-PLAY stands for "Internet access for Participation, Learning and Active Youth", designed by 9 partners from 7 EU (IT, PT, FR, BE, BG, LT, HE) and 1 neighbor (AL) Countries, with the aim to establish a Network of
Organizations and Towns, to give voice to rural and peripheral territories and digitally excluded
citizens (migrants, refugees, disabled,…), by facilitating debates on the need of an equal access to the
Internet and on its future in EU.
The project is co-funded by the European Commission under the programmes Europe for Citizens.
"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held
responsible for any use which may be made of the information contained therein."
Link to OER Commons Hub Admin Settings Manual
This OER campus administrator guide, officially entitled "OER & Online Learning: Administrator Quick Start Guide, Strengthening the Shift to Online Learning in California Community Colleges Through the Use of OER", is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020.
The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), seeks to support community college administrators in California and beyond in more effectively supporting faculty use of OER as they work to address the reality of online learning in response to COVID-19 and future disruptions. The guide provides quick tips and starting points for campus administrators as they work to create the policy and practice environments needed to foster increased OER use for online learning.
See the associated OER and Online Learning: Faculty Quick-Start Guide for more in-depth tools and resources targeted to faculty and instructional design support, at: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide
This resource is a synopsis of student learning center on becoming a Knowledge Constructor in my current classroom.