Trending Innovators Group Innovation Project

EDID6505 Trending Innovators Final Group Project 0 Design and Implementation of a Methodology for UsingInformation and Communication Technologies
(ICT) Group Innovation Project By Team: Trending Innovators A Project Prospectus Presented in Partial Fulfillment Of the Requirements of EDID 6506 Trimester III, 2012-2013
Team Members
Arlyn Linton-Jones (1996605185) Sharon Gilzene (91050985) Melisa Hippolyte (312500178) Rupatee Rajkumar -Singh (312500108) Caron Webster (1998605453)
University: eTutor:
University of the West Indies Open Campus
Course Coordinator:
Dr. Dickson-Deane
EDID6505 Trending Innovators Final Group Project 1 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Table of Contents Executive Summary ............................................................................................. Introduction to the original project ...................................................................... Introduction to Innovation .................................................................................... Supporting evidence for Innovation ...................................................................... Innovation mock-up and explanation..................................................................... 2 4 5 7 14
Feedback from audience ........................................................................................ 15 Conclusion ............................................................................................................. 19 References .............................................................................................................. 20 Appendix 1. Draft Manual......................................................................................... 21 2. Draft Policy.......................................................................................... 3. Podcast ................................................ 4. Voice Thread........................................................................................ 5. Questionnaire.......... 61 79 80 90
EDID6505 Trending Innovators Final Group Project 2 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Executive Summary Caribbean countries are recognising that to promote their development and global competitiveness human resource development with an emphasis on the integration of information and communication technology (ICT) in education in order to modernize teaching and learning processes; and bridging the digital divide with the rest of the world. A team of instructional designers (Trending Innovators) collaborated to develop a project that provides a practical guide to pilot the adoption of ICT in the classrooms in four (4) Caribbean islands: Barbados, Saint Lucia, Trinidad and Tobago and Jamaica. The project, which was adapted from a European-based initiative for curriculum internet access for teachers and students, is comprised of a survey to allow for the identification of issues within primary schools in the aforementioned regions. The feedback revealed that the majority of respondents believed that ICT was a valuable tool to be used to enhance learning in the classroom, however, many stated that they required training and development in order to apply it properly. While the majority of teachers who participated in the survey agreed with the merits of ICT they admitted that they did not use ICT in a way that will support the real world performance required of their students. These findings were then used by the instructional design team to develop policies, guidelines and training and development tools to support teachers in the pilot schools in the application of ICT in their classroom. The need for ICT in the classroom is an obvious requirement for the achievement of national development as the shift from industrialisation to the knowledge economy continues with convincing speed and prevalence across the Caribbean. There is however, a disconnect between the convictions which are leading educational administrators across the Caribbean to discuss,
EDID6505 Trending Innovators Final Group Project 3 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) procure and apply ICTs with varying degrees of organisational commitment. This document seeks to provide a practical pathway to including ICT in the primary school classroom.
EDID6505 Trending Innovators Final Group Project 4 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Introduction to Original Project
The project (CIATS )Curriculum Internet Access for Teachers and Students aimed to produce evidence of the value of the internet for teachers and students in a variety of national, geographical, socioeconomic and educational settings. The development of an ODL Open Distance learning methodology which has a trans-European effectiveness is a principal objective. The focus was to be on the use of learning materials accessible on the Internet, and the teaching strategies and classroom management methods required to support the use of such materials. The project aimed at meeting the need of teachers and students to understand how to obtain and effectively use material obtained from, and services provided through, the Internet. The objectives were to facilitate co-operation between organisations and institutions in the field of ODL and to enhance the skills of teachers, trainers and managers in the use of ODL techniques. The proposed outcomes were a piloted group of trained teachers in each participating country, core and supplementary distance learning modules and an evaluation report of the project.The project was done in 1996 and lasted until 1998and was conducted by London Borough Of Hounslow Education Department for the Open Learning Unit .The themes were digital literacy, methods of learning ICT, Tools for learning,and Virtual learning environments (Isoc, 1996)
EDID6505 Trending Innovators Final Group Project 5 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Introduction to the Present Innovation This project has been defined/refined from an initiative entitled Curriculum Internet Access for Teachers and Students (CIATS) , which was originally undertaken in Europe [1996-1998] where the objectives were to facilitate co-operation between organizations and institutions in the field of ODL and to enhance the skills of teachers, trainers and managers in the use of ODL techniques. The overall feedback from the audience which was used to give credence to this project being refined for the Caribbean, demonstrated that they see the need for ICT in the classroom and see their professional development in its effective application as urgent. This audience was made up of teachers of both sexes, from different age groups with varying levels of experience, and qualifications, from primary schools with access to computers and internet connectivity, from each of the four different Caribbean countries that each member of the group represents namely Barbados, Jamaica, St. Lucia, and Trinidad. The feedback also revealed that there is a deficiency of standards to promote consistency and thoroughness, in the use and integration of technology for the teaching and learning process. It has also been recorded that Countries across the Caribbean recognize that the knowledge economy driven by ICT is a key to global competitiveness. As a result many countries have attempted to introduce/ integrate ICT into the primary and secondary classrooms with limited success. There have been many issues associated with this attempt, namely, limited physical space for the creation of labs and for some where labs could be established they have been faced with scheduling problems, teachers varying levels of comfort with the use of 21st century technologies, a lack of teacher education in ICT, and a lack of a standardized guide to the proper use and integration of ICT in the teaching and learning process.
EDID6505 Trending Innovators Final Group Project 6 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) In light of this, Trending Innovators has refined the original project to fit our situation in primary schools in the Caribbean, the core of this innovation, and to this end we have sought to; enhance the skills of teachers in incorporating ICT into the classroom, enhance teachers ability to obtain and effectively use learning materials sourced from, and services provided through the internet in their classroom and to provide teachers with guidance and structure needed to incorporate ICT into the curriculum. To accomplish this we have developed the following; A podcast http://youtu.be/bwkxm2CLhds on the way to use internet services/search engines to locate learning materials and how to use these learning materials effectively. A manual, both hard and soft copy with evidence of the value of the Internet in a variety of educational settings to both teachers and students, and literature on how to integrate ICT into the classroom. A policy to guide the use and integration of ICT in the classroom.
EDID6505 Trending Innovators Final Group Project 7 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Supporting Evidence for Innovation To give credence to our project we analyzed; the responses from the teachers who answered our questionnaire, recorded publications and reports from government officials from all four countries . The overall feedback from the participants of our questionnaire demonstrated that the respondents saw the need for ICT in the classroom and viewed their professional development in its effective application as urgent. The open ended questions revealed that there is a deficiency of standards to promote consistency and thoroughness, in the use and integration of technology for the teaching and learning process. The majority of respondents stated that they were unaware of an existing manual or policy in their country. The responses from the closed ended questions were distributed as follows: Immediate need for professional development related to integrating ICT in the classroom (42%)agree and (42%)strongly agree Majority of respondents (24%) agree (72%) strongly agree that ICT is a tool to enhance a lesson Motivated to find ways to use ICT in the classroom 26% agree and 42%strongly agree Majority (36%) strongly disagree and (29%) disagree that their students use the internet to learn collaboratively with each other Majority (30%) disagree and (16%) strongly disagree that they emphasize learning that emphasizes complex thinking skills and computer use as they pertain to what is required of students in the real world.
EDID6505 Trending Innovators Final Group Project 8 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Teachers have the skills to use technology in the classroom (41%) agree and (5%) strongly disagreed. Teachers have the knowledge to use technology in the classroom (38%) disagree and (5%) strongly disagree. The answers from the open ended questions also revealed many advantages of using ICT in the primary school as the following selected examples will show It allows for more activities to be carried out in the classroom. Gains and sustains students' attention longer. Helpful in differentiating instruction to meet the varied interests and intelligence. It is an additional tool in my teaching bag. The children are more motivated and excited to learn Students can make better connections and learn independently. Easier way to communicate with stakeholders; ministry, parents, students, teachers etc. Increase in students performance and attendance Improved student behavior It enhances the quality of teaching and learning It makes the class more meaningful to the student and for my type of student it gives them an idea of things look. Allows for a more interactive approach to teaching. Feedback can be instantaneous. There are also many recorded endorsements as to why ICT should be taught in primary schools which gives additional support to our project, including; the fact that ICT is seen as a critical
EDID6505 Trending Innovators Final Group Project 9 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) success factor for economic development and improvements in human welfare. As global economic competition increases, ICT becomes an important source of competitive advantage, closely linked to economic growth. Knowledge creation is also a key determinant of lifetime earnings. Caribbean countries therefore view raising ICT attainment levels as a way of relieving poverty and deprivation. Initially educators saw the use of ICTs in the classroom mainly as a way to teach Computer Literacy. Most now see a broader role; that of delivering many kinds of learning at lower costs and higher quality than traditional methods of Teaching. UNESCO emphasises that ICTs can contribute to universal access to Education, equity in Education, the delivery of quality learning and teaching and the professional development of Teachers. Several studies reveal that students using ICT facilities show higher learning gains than those who do not use it. For instance, Kuliks (1994) finding across 75 studies in the United States showed that students who used computer tutorials in mathematics, natural science, and social science score significantly higher on tests in these subjects. Students who used simulation software in science also scored higher. The findings also indicated that primary school students who used tutorial software in reading scored significantly higher on reading scores. Very young students who used computers to write their own stories scored significantly higher on measures of reading skill. Moreover, students who used word processors or otherwise used the computer for writing scored higher on measures of writing skill. Furthermore, the use of ICTs in education also shifts the learning approaches. As posited by (Bransford, Brown, and Cocking, 1999) cited in Volman (2005), there is a common belief that the use of ICTs in education contributes to a more constructivist learning and an increase in activity and greater responsibility of students. This limits the role of the teacher to
EDID6505 Trending Innovators Final Group Project 10 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) supporting, advising, and coaching students rather than merely transmitting knowledge. The gradual progress in using computers changes from learning about computers, to learning computers, and finally to learning with computers (Volman, 2005). The Caribbean has also joined the movement with many proponents regarding the comprehensive integration of ICT in the primary schools, which will include the formulation of manuals and policies to guide its use. The following are some views published by some of these proponents from our four countries: Saint Lucia The National ICT Strategy 2010-2015, looks at Integrating ICT into the classroom and envisions improving "the quality of life in Saint Lucia by embracing ICT to promote development, innovation and global competitiveness thereby enabling sustainable social and economic growth". The government strives to integrate ICT in education, modernizing teaching and learning processes, and bridging the digital divide. Older students in the countrys secondary schools benefit from access to ICT and Internet connectivity, efforts are presently ongoing to bring primary schools up to the same standards. http://www.fosigrid.org/caribbean/st-lucia-profile
Jamaica Minister of Science and Technology, Phillip Paulwell says that 20,000 tablets will be issued under the Schools Tablet Computer Programme which will include five early childhood institutions, 10 primary schools, five junior high schools and 10 high schools. The 30 schools selected to participate in the pilot are among those that have been assessed and found to be under performing academically by the MOE. Each school will be made into a
EDID6505 Trending Innovators Final Group Project 11 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) wireless hotspot, offering free access to broadband Internet for students and the wider community. http://www.jamaicaobserver.com/latestnews/30-schools-to-get-20-000-tabletcomputers--Paulwell-says#ixzz2n5pcljBn
Trinidad and Tobago Technology and Schools [Raymond S. Hackett]. Trinidad has come to the realization that not only are they in the 21st century, but it is now universally accepted that they are deep into the Information and Communication Age. This reality is further heightened with their thrust towards Vision 2020. The Ministry of Education (MOE), argues that to survive in an increasingly competitive world, Trinidad and Tobago will have to view the use of ICT in schools as critical to the transformation of the society. This argument means that our schools, inevitably, will have to be involved. Our teachers will also have to accept that technology is just a tool and not an end in itself; that it will never replace good teaching. http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/8920/Raymond%20Hackett47.pdf?seq uence=1 According to a Survey of ICT and Education in the Caribbean Volume I: Regional Trends and Analysis, ICT use in the education systems of Caribbean countries exhibits several shared characteristics, among them are; Some but not all primary schools have computers with Internet access. These are mainly used for skill building with educational software, and for the development of basic computing skills.
EDID6505 Trending Innovators Final Group Project 12 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Teachers may have some computer skills, but rarely have sufficient access or TPD to make use of ICT to improve teaching and learning. The survey also listed some challenges in the educational Environment which were also highlighted by teachers who took part in our questionnaire. Computer-lab installations in combination with IT curricula and exams finesse these challenges by sequestering the use of computers and the Internet from classroom teaching and learning. Efforts to integrate ICT into subjects outside the IT curriculum typically run afoul of focus on the IT curriculum and of IT-specific elements that have evolved in the education environments of many Caribbean countries. Few initiatives focusing on technology integration Few ministries have undertaken significant efforts to support integration of ICT on either systemic or individual levels. The level of ICTresources in most Caribbean education systems is adequate to support individual teachers and students integrating technology on an ad hoc basis. Several simple steps, however, could be taken to increase support for the integration of ICT sufficiently to enable enthusiastic teachers and students to take maximum advantage of the ICT resources available to them. http://www.infodev.org/infodev-files/resource/InfodevDocuments_441.pdf All of the above provided our team with supporting evidence for our project and the creation of our three innovations, namely the manual, policy and podcast.
EDID6505 Trending Innovators Final Group Project 13 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Innovation Mock Up and Explanation The three innovations developed by our team were 1. The Draft Manual This was published both as a hard and soft copy. The manual entitled Draft Manual: Incorporating Information and Communications Technology in the Caribbean Primary School Classroom, provides evidence of the value of the ICT in a variety of educational settings to both teachers and students. The manual consists of: A rationale for teaching/integrating ICT in the classroom; A list of benefits to teachers and students of using/integrating ICT in the classroom; A list of objectives, both general and specific, which were identified in order to facilitate the rationale as well as to ensure that both students and teachers reap the benefits; An ICT Glossary; a list of suggestions for using ICT to evaluate students learning and a list of Rules and Etiquette for using ICT.
2. The Draft Policy This was published both as a hard and soft copy. The policy entitled Draft Policy: Incorporating Information and Communications Technology in the Caribbean Primary School Classroom. The ICT Policy suggests that the education system in the Caribbean would need to be transformed as it requires teachers, students, policy makers to be more than minimally competent in the use and facility of digital technologies, knowledge creation and this would affect the curriculum. The policy will need to be in alignment with the economic, social and educational goals of each country; Support knowledge creation in positive ways and in all forms; Address the software and content development that should be available to schools; Address network/internet access to include bandwidth availability; and address technical support . The
EDID6505 Trending Innovators Final Group Project 14 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) ICT Policy also suggests that immediate help needs to be provided to teachers; that planning for long range integration is required; technology related curriculum issues need to be suggested; assistance is needed to help teachers that develop technology related materials and lessons; training needs to be provided and evaluation procedures need to be developed and implemented. 3. The Podcast http://youtu.be/bwkxm2CLhds The podcast, demonstrates to the teachers how to meaningfully incorporate ICT in their classrooms. The demonstration is comprised of the following elements: Use of a search engine to find relevant info. How to communicate and use it in the classroom How to have children problem solve with targeted information How to find useful sites that teach them how to share, edit, reflect, integrate and bookmark information for student use and engagement.
EDID6505 Trending Innovators Final Group Project 15 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Feedback from audience The manual, policy and podcast were placed on team members respective Weebly websites for feedback from the audience used in the survey.
In reference to the Draft Manual the feedback was very positive, the one negative to the manual seems to be its length. After reviewing the feedback the team noted that the length of the manual was due to the addition of the glossary. One way in which we see that this could be rectified is by removing the glossary/dictionary from the manual and creating it as a separate document, this would also allow for the inclusion of more terms. The following are some of the comments received: It was very good. The manual was thorough and well documented. The colours, captions and designs were exceptional. In all A+ I was at a secondary school before and when I did ICT training I wouldve appreciated a manual as what was produced. I had to rely on bits of notes or what people think should be or what I remember bravo! Its to the point and accurate in my view. The manual is long but colourful. It is user-friendly and detailed. The manual is attractively done and incorporates all that is needed to easily understand the ICT process in a primary school. The manual is very informative, and the fact that it is available online makes it more accessible.
EDID6505 Trending Innovators Final Group Project 16 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Although I appreciated the addition of the glossary I feel that as a hard copy it would make the manual cumbersome.
In reference to the Draft Policy the majority of the comments were positive, the only not so positive comments were that the policy seems incomplete and simplistic, but for us this becomes a non issue because it is a DRAFT policy, and its only as the draft policy makes its journey to become a policy that it becomes more detailed and becomes complete when it becomes Policy. The following are some of the comments received The policy has good basics The Policy was adaptable and sought to cater to the needs of all stakeholders. Having done a workshop on policy writing the policy seems incomplete but keeping in mind it is a draft its a good start The policy is succinct. The policy is simple to understand and as far as it goes. Simplistic and needs more specific details In reference to the Podcast, many of the comments were positive, the podcast received many hits because many teachers preferred to listen to the podcast rather than read through the draft manual or draft policy. The only negative comments received about the podcast was in relation to the level of the sound and lack of a wow factor, like colour. One suggestion made which could rectify part of this issue and which was accepted by team members was the addition of a script. If allowed the time we would do this and also try to rectify the sound and colour issue. the following are some of the comments received It was very good
EDID6505 Trending Innovators Final Group Project 17 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) The video was very informative and provides teachers with a number of ways in which they could incorporate ICT in the classroom. It is an interesting way of presenting the topic. It was very good. If I was still in teaching I would have found that info very useful. I can see how using ICT in the classroom would make it exciting especially given that the children are using ICT anyway. We would just be keeping pace with what is their norm. Good basic computer knowledge Simple to understand This is a good thing, I definitely believe that it aids visual learners in getting the concept of what is being taught. I really think this is the way of the future. It will make the use of the computers in school more exciting. This is very interesting, although most of my classes do not have access to the internet and the like. Podcast - Yaaaaaaayyyyyy!!!!! The podcast could have had a script next to the video on YouTube I found it hard to listen to and a little boring Average video needs more colours no wow factor It was informative but boring. It needs some colour. The speaker needs to be more upbeat in delivery. The sound on the video is very low. I cannot hear without speakers Liked the video for content: it is clear what it intends to do even without a listing of objectives and is informative and from my untrained eye/mind covers the things needful.
EDID6505 Trending Innovators Final Group Project 18 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT)
In general persons viewing the three innovations gave very positive feedback, indicating that they would make use of it in their primary schools. A few made suggestions in regards to grammatical errors which were remedied immediately others made recommendations with regard to intonation and accessibility of podcasts which would be implemented if time permitted.
EDID6505 Trending Innovators Final Group Project 19 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Conclusion Our Investigation has revealed that Teachers recognize the importance of integrating ICT into the classroom and see their professional development in its effective application as urgent. However it has also revealed that there are no ICT policies or manuals that are specific to the use of ICT at the primary level in the Caribbean. We have attempted to alleviate some of these issues by developing a draft manual, a draft policy, and a podcast that can be used across the Caribbean.
EDID6505 Trending Innovators Final Group Project 20 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) References Copeland, M (2005). Socratic circles: Fostering critical and creative thinking in middle and high school. Portland, ME: Stenhouse. Gallagher, K (2004). Deeper reading: Comprehending Challenging Texts 4-12. Portland, ME: Stenhouse. ISOC SOCRATES PROJECTS DATABASE, CIATS -Curriculum Internet Access for Teachers and Students, http://www.isoc.siu.no/isocii.nsf/searchall/520BA56349E88664C1256CA600511D14 Kulik, J.A. (1994).Meta-analytic studies of findings on computer-based instruction. In J.E.L.Baker &H.F.ONeil (Ed.), Technology Assessment in Education and Training. Hillsdale, NJ: Lawrence Erlbaum Shanta, C (Ed.). (2007). Project CRISS training manual. Kalispell, MT: Project CRISS Volman M. (2005). Variety of roles for a new type of teacher. Educational technology and the teacher profession. Teacher and Teacher Education, 21, 15-31.
Appendix 1 Draft Teachers Manual
Incorporating Information and Communications Technology in the Caribbean Primary School Classroom
EDID6505 Trending Innovators Final Group Project 22 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) by Team: Trending Innovators A Project Prospectus Presented in Partial Fulfilment Of the Requirements of EDID 6506 Trimester III, 2012-2013
University: eTutor:
University of the West Indies Open Campus Camille Dickson-Deane
Team Members
Arlyn Linton-Jones (1996605185)
Sharon Gilzene (91050985)
Melisa Hippolyte (312500178)
Rupatee Rajkumar -Singh (312500108)
Caron Webster (1998605453) Course Coordinator: Dr. Dickson-Deane
EDID6505 Trending Innovators Final Group Project 23 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Table of Contents
Rationale .............................................................................................................................23 Benefits of ICT ...................................................................................................................25 General Objectives...............7 Specific Objectives...................9 Suggested uses for ICT in evaluating students learning:..................................................12 Rules and Etiquette for using ICT......................................................................................13 Rules of the Lab......14 Wiki Etiquette - How to act on a wiki.(linked from PBworks.com)...............................15 Safety Online at school....................16 Web forum and publishing rules.....................................................................................18 ICT Glossary............................19 References.................35
EDID6505 Trending Innovators Final Group Project 24 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) RATIONALE There is widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate. Educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation. There is increasing recognition that the end result of computer literacy is: not just knowing how to operate computers, though important but also to use technology as a tool for organization, communication, research, and problem solving. This is an important
Through our investigation we have Implementing ICT in the Caribbean Primary Schools There have been many issues associated with this attempt, namely; limited physical space for the creation of labs and for some, where labs could be established they have been faced with scheduling problems, teachers varying levels of comfort with the use of 21 century technologies, a lack of teacher education in ICT, and a lack of a standardized guide to the proper use and integration of ICT in the teaching and learning process.
st
shift in approach and emphasis. The best way to learn how to use a computer is to use it. Countries across the Caribbean recognize this and acknowledge that an economy driven by Information and Communications Technology (ICT) is a key to global competitiveness; as a result many countries have attempted to introduce/ integrate ICT into the primary classroom.
found out that there are policies and curriculum established by CXC for use in Secondary schools but that at present the primary schools seemed to have been left out and as such we have decided to create this draft ICT Manual for use in Primary Schools. This ICT Manual is one of three interventions derived from this project defined/refined from an initiative entitled Curriculum Internet Access for Teachers and Students (CIATS).
EDID6505 Trending Innovators Final Group Project 25 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Benefits of ICT
Increase in student participation and motivation. Subjects are made easier to learn. Many different types of educational software are designed and developed to help children learn specific subjects.e.g.CDs that now accompany the mathematics text books. Differentiated Instruction. Educational technology provides the means to focus on active student participation and to present differentiated forms of teaching. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways. The technology is also being used by the administration. ITC is used to store, update and retrieve student records.
Schools
For schools
Schools will create their own websiteSchools need to create their own student wiki
Students
ICT can: Make subjects easier to learn Be used to communicate with parents with respect to student reports, meetings and notifications. Improve students' attitudes due to greater engagement using media that can stimulate and motivate learners Provide instructional opportunities otherwise not available using traditional methods. Increase opportunities for student-constructed learning. Increase opportunities student collaboration on projects.
EDID6505 Trending Innovators Final Group Project 26 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) For teachers OBJECTIVES In order to facilitate the rationale as well as the attainment of the benefits of using ICT in the classroom several objectives were identified o available online, in the classroom to enhance students learning. the and integration of ICT resources into regular classroom sessions in order to enhance students learning. o The skills needed to collaborate with other teachers to create, distribute and share student learning resources. Teachers will be provided with ICT training in : o the effective use and integration of current tools
To attain these objectives teachers are expected to: Read through and make use of the manual and the policy in the classrooms Attend podcast sessions Add their input into the schools website. Add their own pages to schools' wikis and place links and instruction there for students Allow students to access their wiki pages and the schools website. Incorporate ICT into their classrooms. Teachers need to dialogue and share with each other. Ensure that the following objectives are met throughout the grades to facilitate students progress in not just ICT but in all their subject areas.
EDID6505 Trending Innovators Final Group Project 27 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) General Objectives for Students: Students at should be able to: Discuss the rules to be observed when using the computer Discuss the computer; what it is, its uses etc. Identify the external hardware of the computer Distinguish between the two types of devices output and input Turn the computer on and off Use the mouse Identify and use the keyboard Identify and use keyboard shortcuts Access and use Microsoft Word Access and use other Microsoft programs Access and use other programs installed on computers for their use Use the computer proficiently Discuss the rules to be observed when using the internet Access the internet x x x x x x x x K 1 2 x x x x x x x x x x x x x x x 3 x x x x x x x x x x x 4 5 x x x x x x x x x x x x x x x x x x x x x x x x x x x x 6 x x x x x x x x x x x x x x
EDID6505 Trending Innovators Final Group Project 28 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Use internet terminology properly Create and use a dropbox account Access and use teacher bookmarked webpages related to classwork Carry out searches to retrieve basic information using pages bookmarked by teachers Carry out searches to complete a mini assignment using pages bookmarked by teachers Carry out searches to complete a major assignment using pages bookmarked by teachers Find, access and use webpages related to classwork Carry out blind searches to retrieve basic information Carry out blind searches to complete a mini assignment Carry out blind searches to complete a major assignment Create an email account Retrieve and send email Access schools web page and other school created internet based tools Create and maintain a web page /wiki with some supervision x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x
EDID6505 Trending Innovators Final Group Project 29 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) SPECIFIC OBJECTIVES The students should be able to:
Follow basic user information
List the rules of computer safety. Read about and discuss the history of the computer. List some of the many uses of the computer. Identify the external parts of the computer by looking at it. Identify the external hardware of the computer by labeling a blank diagram of a computer system Identify the external hardware based on an explanation of its use Differentiate between output and input devices by cataloguing computer hardware into these two main groups. Recognise computer terminology and be able to use it in the proper contextmonitor, keyboard, device, hardware etc. Turn the computer on and switch it off properly. Indicate what each side of the mouse is used for. Use the mouse to scroll, select, highlight, bring up and use the menu, drag and move the cursor.
Save Documents
Insert, save to and remove safely a CD ROM or USB device. Select the correct place to save and retrieve their work e.g. disk, folder, hard drive. Identify and use the letters and numbers, on the keyboard. Identify and use the, math symbols and punctuation on the keyboard. Switch from lower case letters to upper case letters. Identify and know when to use the function keys on the keyboard. Identify and use the keyboard shortcuts . Use the keyboard to type and to access specific keys e.g. shift, spacebar, enter caps lock, return/enter, arrow keys, delete/ backspace etc. Use the keyboard proficiently.
Navigate the desktop
Use icons on the Launcher/ At Ease / Desktop to open programs. Access Microsoft Word, identify and access the operations found in the different menus Use the menus to perform different operations e.g. print, copy paste etc. Use pictorial clues in menus to quit, print and select other options as needed. Write simple sentences; highlight text to change fonts, size, style and alignment. Copy and paste between different documents, use Spell Checker and Thesaurus, add borders to text and change page orientation and margins. Publish stories, poems, reports etc and import graphics and merge letters. Access other Microsoft Programs found on the computers identify and access the operations found in their different menus. Use the menus to perform different operations e.g. print, copy paste etc. Use pictorial clues in menus to quit, print and select other options as needed. Create, revise, edit and publish work relevant to the different programs Access and use other programs installed on the computer. Access and use other programs from external drives e.g. jumpdrives and CDs.
Navigate the Internet
Use the computer [no internet] with little to no supervision to complete given tasks related to the other subjects, e.g. type an essay for a composition class, create a flyer to advertise an upcoming class event, view and work through an educational CD etc. Identify and list the rules for safety on the internet. Identify, catalogue and use internet terminology. Access and use pages bookmarked by the class teacher. Access the internet and carry out a simple search on pages bookmarked by the teacher. Read through a mini assignment, and complete it using material accessed from pages bookmarked by the teacher. Read through a major assignment, [cross curricular] and complete it using material accessed from pages bookmarked by the teacher. Access the internet and carry out a simple blind search, using keywords, refining search when necessary. Read through a mini assignment, [based on one topic and or subject] and complete it by accessing the internet and carrying out a blind search, using keywords, refining search when necessary. Read through a major assignment, [cross curricular] and complete it by accessing the internet and carrying out a blind search, using keywords, refining search when necessary. Compete against each other individually or as teams to see who can access, research, and present on a topic the fastest. Identify, and go through the emailing etiquette for children. Create their own school email addresses. Send and retrieve mail from their teacher. Identify, and go through the wiki etiquette for children. Identify, and go through the website etiquette for children. Log into their schools web page Log onto their schools wiki page and access and make use of the material that is relevant to them. Create, publish and manage their own school wiki. e.g. PBworks Create, publish and manage their own website e.g. Weebly Link their websites and wikis to the schools wiki. Use the computer with and without the internet to future and or supplement their studies.
EDID6505 Trending Innovators Final Group Project 33 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Suggested uses for ICT in evaluating students learning:
Checklists
Group Assessments & Projects
Teacher observation
Timed on screen evaluations
Written tests
Practicals & Web search competitions
Individual assignments & Projects
Rules and Etiquette for using ICT
EDID6505 Trending Innovators Final Group Project 35 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Rules of the Lab No food or drink in the Lab. No disruptive behaviour. No moving the lab equipment. No printing without permission. Keep sound levels to a minimum. The ICT Lab is intended to be used for educational purposes only. Because the labs are air conditioned, doors and windows must be kept closed. If you are unsure of what to do, for instance in the case of an error message, a web site offer, a strange e-mail, a hardware malfunction, etc., ask your teacher. It is better to wait and ask, than to take an action which will endanger yourself, the computer, or the network. Do not try to repair equipment yourself. If you encounter problems with equipment, you should report this to the lab supervisor. Please keep the lab neat; clean up any messes, use rubbish bins, and leave equipment and furniture properly arranged.
EDID6505 Trending Innovators Final Group Project 36 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Wiki Etiquette - How to act on a wiki.(linked from PBworks.com) Keep safe. Never post your personal information or information about someone else. Keep things like ages, addresses, phone numbers, names of towns, or even places we work off the Internet. Remember that information on the internet, especially embarrassing information, may still be around after you've deleted it. Be careful not to post things that may come back to haunt you later. Be truthful. Write things you know to be correct using facts from research from reliable, credible sources. Ask first, and then give credit. Ask an artist's permission to post their photos, pictures or pieces of writing. Never use first and last names of people that could identify them in a photo or video. You must also ask permission when using an idea from a friend, a family member, or even from an acquaintance. After you have his/her permission, then you must ask if you can post his/her name to give him/her credit. If you know anyone who is breaking any part of this rule, it is very important to tell someone who can help immediately. Be nice. The most important thing to remember is sarcasm hurts. Be overly friendly and be positive. Remember ... treat others as you would like to be treated. Read, re-read, and proof-read before you click ENTER. Don't rush to make that final. Once
EDID6505 Trending Innovators Final Group Project 37 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) you press that button, you can't bring it back. Look everything over and use your spell check to be sure everything is accurate. When you are certain that the editing is complete, and then save to publish. Information please. The Internet is a great source of information but information is only useful when it is accurate. Be brief, to the point and logical. Use breaks in your text and formatting elements to make the page easy to read and understand. Follow Directions. Be sure to follow the directions that are given for the assignment -- be creative, but within the parameters set forth on the page. Do not delete the work of others deliberately. Unless it is part of the editing process. Keep it on topic - classroom oriented. This isn't the place to discuss afterschool plans.
EDID6505 Trending Innovators Final Group Project 38 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Safety Online at school Personal Information. Dont give out personal information without your teachers permission. This means you should not share your last name, home address, school name, or telephone number. Remember, just because someone asks for information about you does not mean you have to tell them anything about yourself! User Name. When creating your user name, do not include personal information like your last name or date of birth. Passwords. Dont share your password with anyone, just ensure it is something that you will remember. Choose sensible names for usernames, email addresses etc. Photos. Dont post photos or videos online without getting your teachers permission. Social Networking. This will be no access to social networking sites like Facebook, other social networking websites will be used only with the teachers permission. Online Ads. Dont buy anything online. Downloading. Talk to your teacher before you open an email attachment or download software. Attachments sometimes contain viruses. Never open an attachment from someone you dont know. Cyber Bullying. Cyber bullying is when someone picks on you, annoys, embarrasses, or threatens you over and over again using technology, such as the internet or a phone. Dont send or respond to mean or insulting messages. Tell your teacher if you receive one. If something happens online that makes you feel uncomfortable, talk to your teacher.. Research. Always give credit to the website from which you have gathered information.
EDID6505 Trending Innovators Final Group Project 39 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Protect your digital footprint: dont put anything online that you wouldnt want all your friends, family, teachers and future employers to see. Do onto others. Treat others online the way youd like to be treated. Do not install software on units in the lab without consent of the teacher. Do not connect anything to the computers without teachers permission. In case of an emergency alarm or dangerous weather conditions, you must evacuate the room. Return headphones in the same condition as you got them. Do not install any programs (e.g. Facebook) without teachers permission. Browsing the World Wide Web is only for educational purposes, [note browsing history will be recorded, and might be examined by system administrators.] Your school email is only for educational purposes. Delete old files and old emails if you don't need them. Make folders to keep important messages and files you want to save. Too many users with too many old files can slow down computer systems and make it hard to find things. Use your Dropbox to save your files, dont store files on the schools computers, unless asked to do so by the teacher.
EDID6505 Trending Innovators Final Group Project 40 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Web forum and publishing rules All of the rules above apply. A web forum is a public place. Be careful what you put there. You represent your school y in everything you publish. Web pages and web forums are more public than email because they are viewed by more people. Give thought to what you publish, both in terms of content and simple things like spelling. If it's rude, crude, lewd, nude or socially unacceptable, just don't publish it.
Childrens Internet activity SHOULD be supervised at all times.
EDID6505 Trending Innovators Final Group Project 41 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) ICT Glossary
Animation The creation of apparent movement through the presentation of a sequence of slightly different still pictures (as in cartoons).
Arrow key A key which looks like an arrow, and is normally used to move the cursor up, down or sideways. Also known as the cursor control key.
Bookmark A method of storing links to individual web pages or web locations within your browser. Bookmark is the term used by Netscape; Favourites is the Internet Explorer term.
Browser A program which allows internet users to retrieve information from the internet. A browser may be used to access the web or to provide other facilities such as file transfer or email. When browsing, it retrieves web pages from another computer on the internet and displays them in multimedia format.
Browse To view different pages on the web, using a piece of software known as a browser, such as Internet Explorer.
Cancel Stopping an operation before it is fully completed, e.g. cancelling a print job.
Caps lock A key which when pressed makes all letters appear in upper case.
Case sensitive This is when the computer program distinguishes between lower case and upper case e.g. a program which requires a password before you can access it may be case sensitive, so that the password "letmein" would be different from "LETMEIN". If it is not case sensitive, "letmein" and "LETMEIN" are the treated as the same thing.
CD-ROM CD-ROM stands for Compact Disk Read Only Memory. They can store large quantities of data that can be accessed easily. However, the access time for hard disks is still much faster than for CD-ROMs. Data on a CD-ROM can only be read, not changed or altered.
CD-RW A re-writable CD, which allows previously written data to be erased and fresh data to be written to the disk.
Cell A cell is a spreadsheet term, referring to a single box in a spreadsheet grid. Cells are arranged in rows and columns. For example, cell B3 would refer to the cell where column B meets row 3. A cell contains either a number, text or a formula (or it can be empty). Cells also appear in tables, e.g. in word processors and web pages.
Central processing unit (CPU) The central processing unit (CPU) is the main part of the computer, consisting of the registers, arithmetic logic unit and control unit. Usually the central processing unit includes the main memory. It is sometimes called the central processor or processor. Many computers have more than one processor. A special form of central processing unit
EDID6505 Trending Innovators Final Group Project 43 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) is the microprocessor which is used in microcomputers and small computerised devices, for example the control circuits of washing machines.
Chat A program which allows internet users to communicate interactively with other users, in real time.
Chat room A live online meeting place, where participants can 'meet' to chat via their computers.
Click The act of pressing a mouse button, to perform some action.
Clip A short section of film or sound stored in digital format, e.g. a video clip is a small file containing a video sequence.
Clip art While computer graphics software allows the user to draw their own illustrations, many publishers offer computer disks full of professionally-drawn pictures that can be edited to suit an individual user
Clipboard In a cut (or copy) and paste operation, the data is held in a temporary storage area called the clipboard. Data held in these storage areas will normally remain there until overwritten by new data, so allowing an exact copy of the original to be pasted in more than one place
Computer A programmable machine that processes data.
Control Panel In Windows, this is a program which provides an interface so that the user can easily adjust various parts of the computer system, e.g. how fast the mouse moves, the colours on the screen, the volume of the speakers, the time and date on the computer, and install or remove hardware and software.
Copy The act of producing an identical version of a file or other data.
Copy and Paste The process of copying data (text, images, a file, etc.) and moving it to another place in the same, or different, document or file or computer.
Crop In graphics software, to crop is to select part of an image. Often used to remove unwanted parts of the image.
Cursor The cursor is the screen symbol which indicates where on the screen the next action will begin. To make it easier to find and follow, the cursor might flash on and off. When entering text, the cursor automatically advances to the next typing position after a key is pressed. Actions other than entering text require the movement of the cursor about the screen, controlled by a mouse (or other similar device), or by the cursor movement (arrow) keys.
Cut and Paste The process of deleting data (text, images, a file, etc.) and moving it to another place in the same, or different, document or file or computer.
Cyberspace The complete set of information which can be accessed using the internet. It can be thought of as an imaginary or virtual world, made up of all the sites and all the files available. This virtual world can be explored electronically in the same way as we may explore a real area of the world by moving around and looking for interesting things.
Delete The process of removing a file from a disk, or erasing characters or other data.
Desktop The term for the main workspace on the screen in most graphical user interfaces (GUIs). Users open and work with files and programs on the desktop, and can store files and shortcuts there. The user can usually customise the look of the desktop with images or wallpaper, icons, etc.
Dialogue Box A window which appears when information about a choice is needed, or when options have to be selected. For example, choosing 'Print' from a 'File' menu may cause a dialogue box to appear, requiring answers to such questions as which pages to print, number of copies, etc.
Double Click This means to click the mouse twice in quick succession. This often has the effect of selecting an item.
Double Spacing Lines which are double spaced have a blank line between each line of text.
Download The term commonly used to refer to the transfer of a file from one computer to another. Generally, the term is used when the user who starts the process is operating the computer which will eventually receive the file. When the user is sending the file to another site, the term used to describe the operation is upload.
Drag and Drop The process of moving a file (or a piece of text, image, etc.) from one place to another. The user clicks on the item to be moved, holds down the mouse button, drags the item to where it needs to be moved, then releases the mouse button.
Edit To edit a file is to change, update or delete its contents.
Email A method of sending a message using a computer or other device to someone else who has suitable equipment and an email address.
Enter Also called return, this key is normally used to send a command to the computer, or to
EDID6505 Trending Innovators Final Group Project 47 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) start a new paragraph in word processing. It is also used to select an option or make a choice.
File Name The unique name given to a file.
Font The set of characters and symbols available for use when typing a document, e.g. Times New Roman, Arial etc. There are many different designs of fonts available, some quite elaborate, others very plain. A word processor usually has a collection of fonts available.
Format To change the display of text, e.g. to make it bold, italic.
Formula A formula is a mathematical equation, e.g. used in spreadsheets to perform calculations on the data.
Freeze The term used to describe the situation when a computer system unexpectedly stops working, and does not respond to inputs.
Function Key One of a number of special keys which, when pressed, changes the effect of other keys on the keyboard. What these keys do will depend on the software, rather than the hardware, being used.
Hard Copy Information from a computer source printed on paper.
Hardware The hardware is the equipment used in a computer system, for example, central processing unit, keyboard, monitor, mouse, joystick and printer.
Headphones A device to plug into a computer (or other device) to listen to audio.
Headset A combination of headphones and a microphone to record and listen to audio, and to communicate with others.
Home Page Any web page can be accessed directly if its full address is known, but to make locating information easier each website has a home page (a starting page) which provides a starting point for a user to search the site.
Hot Spot A Wi-Fi wireless access point in a public place such as a cafe, train station, airport, etc., where users with wifi equipped notebooks can access the internet, either free or for a fee.
Hover The action of holding the mouse pointer over an item on the screen. Often used on websites, hovering can cause an action such as a new menu to appear.
Hyperlink Usually known as a link. A graphic or piece of text which, when clicked, opens the page to which it is linked, either on the same website or another site.
Icon An icon is a picture or symbol on the computer screen that, when clicked, does a particular task, for example open a program.
Inbox In email, the inbox is where incoming email messages are initially stored.
Information and Communications Technology (ICT) A general term to describe the use of computers and communications technology in education.
Information Superhighway A name given to the internet now that communication speeds are much higher. This name reflects the fact that large amounts of information can be communicated rapidly between users.
Information Technology (IT) A general term covering computers and related technology.
Input The process of entering data into a computer.
Input Device A device which accepts data for processing by a computer system, e.g. keyboard, mouse, touch screen, sensor, scanner or microphone.
Insert Entering new data (characters, images, for example) before some existing data.
Install Installing software or hardware is introducing new software or hardware into your existing system.
Internet The internet, also referred to as the net, interconnects a very large number of individual and diverse computer networks. Its name is short for
Joystick An input device used for video games, etc.
Junk Mail Unsolicited email, usually trying to sell a product. Sometimes called spam.
Justification The arrangement of characters so that they align with margins. This is used on the screen or on a printer, or may be needed when laying out data in columns or as forms.
Key A button on a keyboard which, when pressed, sends a character to the computer.
Keyboard An input device consisting of various keys representing alphanumeric characters, plus other keys such as function keys, cursor control keys, etc.
Line Spacing The amount of space (blank lines) that appears between the lines of text in a document. Most word processors allow the user to adjust the line spacing in their document. Common line spacing includes single, 1.5 and double.
Log Off The procedure to be followed when ending a session on a computer system. Also known as logging off, logging out, log out.
Log On The procedure needed for a user to gain access to a computer system. It might provide access to a computer network, a multi-access computer system, a specially set-up standalone workstation or just a specific application program. Logging on is a part of the security procedures to prevent unauthorised access. Also known as log in, logging on, logging in.
Log On The procedure needed for a user to gain access to a computer system. It might provide access to a computer network, a multi-access computer system, a specially set-up standalone workstation or just a specific application program. Logging on is a part of the security procedures to prevent unauthorised access. Also known as log in, logging on, logging in.
Login Account A login account is when a user is registered on a system to gain access to the resources of that system, such as a local area network, or the internet. For example, a login account with an internet service provider is a user name and password required to gain access to the internet.
Margin The blank space surrounding the contents of a page.
Media The collective name for materials (tape, disk, paper, cards, etc.) used to hold data.
Menu A menu provides a list of options for you to choose from.
Menu Bar A line of menu titles across the screen (usually at the top, but sometimes at the bottom). These are the menus which the user can choose at that point. Clicking when the mouse pointer is on the appropriate word, or else pressing an appropriate key, selects a menu. The choice is usually displayed as a pull-down menu.
Minimise To minimise a window means to decrease its size so that it can no longer be seen on the screen - though the name of the window will still appear in the task bar, and the program contained in it is still running.
Monitor The term generally used for any device that displays information using a display screen.
Mouse A hand-held input device that the user moves on the desk or work surface to point to and select items on the screen.
Navigate The process of moving within and between websites and web pages.
Net Short for internet.
Netiquette The set of informal social conventions which seek to define good behaviour when using the internet. These conventions try to encourage behaviour that does not cause inconvenience or annoyance to other users.
Numeric Keypad On some keyboards, the numeric keys are repeated as a separate block called a numeric keypad. This aids rapid one-handed data entry.
Outbox In an email programme, the outbox is where outgoing email messages are stored.
Output To output something is to send it to an output device, e.g. a printer or monitor.
Output Device An output device is a peripheral unit that displays, in some way, the output from a computer, for example, a monitor.
Overwrite This is to replace a file or text with another file or text. The original will be lost.
Page Down A key available on most keyboards which allows you to move down to display information below that currently displayed on the screen.
Page Setup In a word processor and other applications, the page setup options allow you to specify certain parameters for a particular document, e.g. orientation, margins, paper size, etc.
Page Up A key available on most keyboards which allows you to move up to display information above that currently displayed on the screen.
Password Passwords are words or codes that are linked to a specific user name. Although a user name may be generally known to others, access can only be gained with the correct combination of user ID and password.
Paste Transfer the contents of the clipboard to an application. Usually follows a cut or copy operation.
Print Preview To preview a document is to see how it would appear when it is printed before you actually send it to the printer.
Printer An output device producing characters or graphics on paper.
Recycle Bin In some operating systems, when files are deleted they go into the recycle bin. Whilst there, they can be recovered, unless the recycle bin is itself emptied.
Redo To redo an action is to repeat an action which has previously been undone. A common function in many programs.
Rename To give a file a different name.
Restore Replacing corrupt or lost data using copies from a backup system. This generally involves copying the last full backup back onto the system, followed by the differential backup or any incremental backups.
Right Click Most mouse actions use the left hand button. However, depending on the program, clicking the right mouse button will perform certain actions, e.g. displaying a small popup menu.
Run To run a program is to load it and start executing it.
Save Save refers to the storing of a file on storage media, for example, a disk or CD
Save As The process of saving a file with a different file name than its current name.
Scan To scan a document is to use a scanner to create a digital image of it, which then can be manipulated using a computer.
Scanner A scanner is a device that can copy a printed image, using a beam of light, which then is stored in a computer in digital format.
Search The process of looking for a file, or for data within a file.
Search Engine Search engines collect details of internet resources and their locations and hold this data in a very large database for the search engine to use. A search engine uses a variety of methods to find the required data, such as finding alternative keywords using a thesaurus. There are several proprietary internet search engines, such as Google, Yahoo, Alta Vista.
Shortcut A quick way of doing something, e.g. placing a shortcut (which appears as an icon) on the desktop, is a quick way to find and launch a program.
Slideshow Presentation A presentation is a series of slides, produced by multimedia presentation software. Presentations are usually displayed on a large monitor which the whole audience can see, or projected on to a large screen by a projector.
Software These are the programs used by a computer, e.g. computer operating systems, or applications software, e.g. word processing, spreadsheet and database software.
Spacebar The bar on a keyboard which inserts spaces into a document.
Speakers Output device for sound.
Spell Check A tool within software such as word processors to check and correct the spelling in a document.
Tab A selection device in some applications which allows the user to quickly switch between different items, e.g. moving between different worksheets in a spreadsheet.
Tab Key On the keyboard, a key which indents text, or is sometimes used as a navigational tool.
Task Bar A bar usually at the bottom of the screen, showing the applications currently running, and allowing easy switching between them.
Text Box A box into which text is placed. Used in word processing, web design, etc.
Toolbar A horizontal or vertical bar which displays the various tools available in an application.
Undo To undo an action is to go back one stage to before the last action was taken. A common function in many programs.
Uninstall Remove a program or piece of hardware from a computer.
Universal Serial Bus (USB) A universal serial bus (USB) is used to connect devices, e.g. scanners, speakers and digital cameras, to a computer via a high speed single wire connection.
Update In software development, an update is a minor release of software that includes corrections, but does not usually include any significant new features.
Upgrade To upgrade a computer or software is to install and use a newer version.
Upload The term commonly used to refer to the transfer of a file from one computer to another. When the user is sending the file to another site, the term used to describe the operation is upload.
User Name A unique name or code used to identify a user to a computer system when gaining access, or logging on.
View A menu option in most Windows programs, to change how the data is displayed.
Virus A program designed to copy itself between and within computers, and designed to cause harm to the system in some way. The virus includes instructions to do the copying automatically, via a disk or network. The virus may also include instructions to damage data (in the memory or on a disk) or affect the computer
Wallpaper A graphic that appears as the background on the Windows desktop and other environments.
Web Part of the internet, the web is comprised of all the websites which are accessed via the internet.
Web Page A web page is a unit of information from a website, viewed on screen. Web pages are linked to form a website.
Web Site A linked series of web pages, stored at a specific location.
Wiki A website where users can add and edit content including content added by other users.
Zoom In To enlarge a portion of an image or part of the screen in order to see it more clearly. Zoom Out To reduce a portion of an image or part of the screen in order to see it more clearly.
EDID6505 Trending Innovators Final Group Project 60 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) References
Internet Safety Tips for Children and Teens http://www.nypl.org/help/about-nypl/legal-notices/internet-safety-tips
Kids Rules for Online Safety updated June, 2013) http://www.safekids.com/kids-rules-for-online-safety/
National Teaching and Learning Change Programme Information and Communication Technology: Dictionaryhttp://resources4ict.excellencegateway.org.uk/search.php?show=20&letter=z
Student Internet use rules http://www.scappoose.k12.or.us/?q=node/49
EDID6505 Trending Innovators Final Group Project 61 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Appendix 2 Draft ICT Policy
Incorporating Information and Communications Technology in the Caribbean Primary School Classroom
EDID6505 Trending Innovators Final Group Project 62 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) by Team: Trending Innovators A Project Prospectus Presented in Partial Fulfilment Of the Requirements of EDID 6506 Trimester III, 2012-2013 University: Course Coordinator eTutor: University of the West Indies Open Campus Dr.Camille Dickson-Deane Dr.Sandhya Gunness
Team Members
Arlyn Linton-Jones (1996605185)
Sharon Gilzene (91050985)
Melisa Hippolyte (312500178)
Rupatee Rajkumar -Singh (312500108)
Caron Webster (1998605453)
EDID6505 Trending Innovators Final Group Project 63 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Table of Contents Background4 Introduction4 Objectives of ICT Policies for Education......5 ICT Guidance.7 Sustaining, Supporting, and Evaluating ICT Initiatives......16 Bibliography and References .....18
EDID6505 Trending Innovators Final Group Project 64 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Background This document is the output of an extensive consultation process, which was organized with the express purpose of customizing, for the education system of St. Lucia Barbados, Jamaica and Trinidad and Tobago, a model Information and Communication Technology (ICT) policy document developed by the Trending Innovators Group. The process was launched with a 3mth consultation, where instructional designers throughout the islands were given an opportunity to make recommendations that would suit the needs of St. Lucia, Barbados, Jamaica and Trinidad and Tobago.
Introduction Throughout the world, information and communications technologies (ICTs) are changing the face of education. ICTs offer tremendous possibilities in: a. Improving students learning by enhancing the teaching/learning process; b. Developing teachers professional capability; and c. Strengthening institutional capacity. The introduction of ICT in the education system requires careful planning. ICT, like any powerful tool, can do as much harm as good. The introduction and sustainability of ICT in the education system are also expensive.
Objectives of ICT Policies for Education The ICT policy statements in this document reflect general guidelines, intentions and standards that the Ministry of Education should uphold and seeks to implement for the education system.
EDID6505 Trending Innovators Final Group Project 65 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) The specific objectives of this ICT policy document are outlined, based on the four philosophical elements: Access Ensure that there exists equitable access to ICT resources by all students and teachers within the education system; Ensure that all school leavers are provided with the required ICT skills for employment or entry to specialized training in the Information Technology field. Creativity and End-User Development Facilitate the implementation of information systems that enhance efficiency within the administration; Encourage innovative partnerships between the various stakeholders in the Education Sector in undertaking IT related ventures; Make provisions for the frequent upgrade of all ICT tools including software used for educational purposes; Increase the awareness of intellectual property and copyright laws with respect to the use of software and information resources in general. Economic and Social Development Encourage and facilitate the use of the Internet as a research and communication tool among students, parents, teachers, principals, other MOE officials and members of the community; Provide avenues for increased electronic networking and collaboration of educators and students in St. Lucia Barbados, Jamaica and Trinidad and Tobago, regionally and internationally. Facilitate the development of software products; computer based instructional resources and other information resources that have commercial potential. Reform and Capacity Building Promote the harmonization of activities, approaches and standards in the educational uses of Information and Communications Technology (ICT) within the Education System;
EDID6505 Trending Innovators Final Group Project 66 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Encourage principals, teachers and students to use ICT within the education system more extensively, to enhance the teaching-learning process; Foster the concept of Life Long Learning among students and teachers and also within the general populace of St. Lucia Barbados, Jamaica and Trinidad and Tobago. ICT Guidance ICT in the Curricula and Education Administration With the availability of many advanced technologies and software tools, the potential benefits of computers in education are phenomenal. Only a few examples can be noted here: With tools such as computer-aided instruction (CAI) software, lessons can be presented in a manner which is captivating and is more likely to be retained by students. In particular, the range of games that have instructional possibilities is limitless. Computerized simulations of real-life situations offer a wealth of possibilities. Many instructional applications provide an objective means of assessment. They can also maintain records of individual progress of each student and can assist teachers in identifying students weaknesses and in determining measures that can be taken to address such weaknesses. Courseware designed for Primary levels makes it possible for students to model and test physical systems through simulation. The Internet not only provides access to a wealth of resource material for research, but also facilitates networking and communication among educators, students, and other stakeholders such as parents. Computers can be used in schools as a tool for writing and presenting. Word-processing, spreadsheet and database applications all have their uses for project writing and
EDID6505 Trending Innovators Final Group Project 67 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) information management. In respect to educational administration, there are various types of information systems that can be used in making informed decisions at all levels and in improving the efficiency of operations. Improving the quality of education and training is a critical issue, particularly at a time of educational expansion. ICTs can enhance the quality of education in four fundamental ways: 1. Motivating to learn. ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events. 2. Facilitating the acquisition of basic skills. The transmission of basic skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and practice. Most of the early uses of computers were for computer-based learning (also called computer-assisted instruction) that focused on mastery of skills and content through repetition and reinforcement. 3. Enhancing teacher training. ICTs have also been used to improve access to and the quality of teacher training. 4. Research has shown that the appropriate use of ICTs can catalyze the paradigmatic shift in both content and pedagogy that is at the heart of education reform in the 21st century. If designed and implemented properly, ICT-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning. When used appropriately,
EDID6505 Trending Innovators Final Group Project 68 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) ICTs enable new ways of teaching and learning rather than simply allow teachers and students to do what they have done before in a better way. Many avid proponents of ICT in education will admit that along with the benefits of introducing computers in the classroom come numerous critical considerations and challenges. Some of these are outlined below: Professional Development of Teachers The success of any classroom ICT project depends on the teacher ultimately. While ICTs they can be used to improve the quality of teacher training, if teachers are not comfortable with the technology, they will not use it. Training and orientation of teachers must therefore be a priority. Training of teachers must focus not merely on developing proficiency in the use of various technologies, but in particular, in the application of modern pedagogical methods. Various competencies must be developed throughout the educational system for ICT integration to be successful. Teacher professional development should have five foci: 1) Skills with particular applications; 2) Integration into existing curricula; 3) Curricular changes related to the use of IT (including changes in instructional design); 4) Changes in teacher role; and 5) Underpinning educational theories. Ideally, these should be addressed in pre-service teacher training and built on and enhanced in-service. ICTs are swiftly evolving technologies, however, and so even the most ICT fluent teachers need to continually upgrade their skills and keep abreast of the latest developments and best practices. Research on the use of ICTs in different educational settings over the years invariably identify as a barrier to success the inability of teachers to understand why they should use ICTs and how
EDID6505 Trending Innovators Final Group Project 69 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) exactly they can use ICTs to help them teach better. Unfortunately, most teacher professional development in ICTs is heavy on teaching the tools and light on using the tools to teach. Teacher anxiety over being replaced by technology or losing their authority in the classroom as the learning process becomes more learner-centered (an acknowledged barrier to ICT adoption) can be alleviated only if teachers have a keen understanding and appreciation of their changing role. Misuse of Computers and the Internet There are many forms of computer misuse, from financial fraud to hacking and introducing viruses and worms into computer systems. An area that is of primary concern in the education system is the use of computers and the Internet to access and disseminate inappropriate material such as pornographic material and extreme political or religious views and ideas. In order to detect and control such incidents, action must be taken on several fronts: the Ministry, in schools, and at home. Widening of the Digital Divide There is the concern among some educators that with the introduction of computers in the classroom, students from households that can afford computers are likely to advance faster in the curriculum than those who do not have a computer at home or have never used one before. It is believed that those who have computers at home and are more comfortable with the technology are likely to dominate in the classroom. Further, it is possible for them to continue their schoolwork at home and to access invaluable information from the Internet. The Ministry, with respect to information and communications technologies, must put in place appropriate measures such as ensuring that new teaching methods are friendly to all students, irrespective of prior or present access to computer resources outside the classroom. Simultaneously, efforts
EDID6505 Trending Innovators Final Group Project 70 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) must also be made towards establishing computer facilities that are accessible to students who do not have computers at home. Environmental Issues In light of the significant rate of obsolescence for computer equipment, environmentalists are becoming increasingly concerned about expanding technology graveyards.Having used computers may appear to be a better option than having no computer at all. However, one must be cautious in accepting used equipment because the disadvantages may, in some cases, far outweigh the advantages of doing so. Health and Social Issues The introduction of ICT in schools sometimes entails more emphasis on the technology and less on the physical, emotional, social and cognitive needs of the child (Alliance for Childhood, 2001) .This can result in the weakening of childrens bonds with teachers, other students, and families, while strengthening connections to trivial games, inappropriate adult material, and aggressive advertisements. Additionally, there are health risks associated with prolonged use of computers: repetitive stress injuries, eyestrain, and obesity. Planning and Implementing ICT Initiatives (Guidebook for Developing an Effective Instructional Technology Plan, 1996) There are a number of issues to be considered in the planning and implementing ICT initiatives in education: Curriculum goals, and instructional and evaluation methods Professional development of educators in order to make them more effective in using computers for teaching and for other purposes Selection of equipment (hardware and software) with specific consideration to new and
EDID6505 Trending Innovators Final Group Project 71 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) emerging technologies Estimated timelines and proposed schedule for completing various components of the implementation plan Possible establishment of incentive/reward programmes Procurement: the entire process of researching, comparing various options and actual purchasing Availability of community resources that can be tapped Legal issues such as software piracy Infrastructure computer networks in particular Maintenance of equipment and facilities Special needs learners such as the visual, hearing/speech or physically impaired as well as exceptional students or those with learning disabilities Security or measures that should be taken to protect the computers, networks, personnel and software from destruction, misuse and harm Funding from various sources: grants, loans, fund raising activities, partner-in-progress programmes Facilities or anything needed to house or power the chosen technology equipment Obsolescence, environmental issues, equity of access, ergonomics and standards
In countries like St. Lucia Barbados, Jamaica and Trinidad and Tobago where financial resources are limited, special attention ought to be given to the acquisition of equipment (hardware and software), the rationalization of such equipment, and cost effective implementation methods. Generally, the hardware has a finite life span because it can become technologically obsolete or
EDID6505 Trending Innovators Final Group Project 72 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) due to wear and tear. Further, users often demand an improvement in the performance of their systems and this is usually dependent on an upgrade in hardware. Flexible and open architectures are usually recommended for purchase in order to minimize the cost of upgrade and to reduce the time to replace defective components. Software acquisition decisions fall into two categories: (i) those relating to general productivity tools (such as word processing, spreadsheets, databases, email, browsers, graphics, etc.) and (ii) those specific to instructional software or courseware. For general productivity tools, choices can be guided by observing what is most widely used elsewhere. Students benefit by becoming familiar with the packages that they are most likely to meet in the workplace and at home. Free and Open Source Software (FOSS) Policy Issues It has been argued that FOSS has an important role to play in education Tan Wooi Tong (2004). It can be used in the setting up and running of the ICT infrastructure of academic institutions and to meet some of the specialized administrative needs of these institutions, such as the management of libraries and the setting up of learning management systems. Its use can potentially lower the costs of providing ICT facilities to educational institutions. The use of FOSS also makes possible improvements in the teaching of computer literacy, programming, software engineering and other non-IT subjects. FOSS has a role to play in academic research and it has influenced and contributed to a more open dissemination of academic and research content. Nevertheless, in considering the adoption of FOSS in education, various issues need careful consideration:
EDID6505 Trending Innovators Final Group Project 73 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Software procurement Since there are numerous advantages to using FOSS in educational institutions, including lower costs, reliability, better performance and, arguably, better security, strategic plans or policies for education at the national or institutional level should have guidelines for procurement of software that give due consideration to FOSS. These guidelines should also apply to decisions on software acquired for use in various curricula. The different approaches that can be taken for developing guidelines for the procurement of software are: 1. Making it mandatory to use FOSS unless no suitable FOSS that is equivalent to the proprietary 2. Software is available; 2. Recommending that FOSS be used whenever possible; and 3. Ensuring that FOSS is given due consideration and not excluded in favor of proprietary Software. This approach will be the guideline used for the procurement of software for the Education System in St. Lucia. Barbados, Jamaica and Trinidad and Tobago Migration In many situations, educational institutions are already using proprietary software for both backend servers and desktops. In these cases, a strategy can be developed to migrate to the use of FOSS, beginning with the backend servers since the migration will be transparent to users and a wide range of high-quality FOSS is already available for servers. For desktop applications, the adoption of FOSS can potentially result in greater cost savings. However, a migration policy will have to take into account the existing use of proprietary software and the need to maintain the use of some proprietary applications for academic requirements. A gradual approach can be
EDID6505 Trending Innovators Final Group Project 74 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) taken, there may be a transitional period where dual or multiple operating systems have to be maintained. The available FOSS expertise within the institution will determine the training requirements for system administrators and other IT support staff. User training will also be required for other administrative users. Curricula in Schools More and more schools are being equipped with computer facilities and many have already implemented curricula to teach computer literacy to their students. These curricula should be examined to ensure that they are not based exclusively on specific proprietary software. If necessary, modifications should be made to the curricula so that the emphasis is on teaching concepts and generic skills. This does not necessarily mean that proprietary software should be excluded entirely. If the resources are available, proprietary software can be used to demonstrate the range of software available to accomplish certain tasks. FOSS educational software for specific subjects is available and teachers should be encouraged to use these to enhance teaching and learning. If they have the skills, the teachers should also be encouraged to develop appropriate software for their classes and make these available as FOSS. To introduce FOSS in the curricula of schools, appropriate training for teachers is likewise required. With educational software, there are also issues specific to content, cultural appropriateness and linguistic and cognitive style because many of the software packages available on the market are developed outside St. Lucia,Barbados,Jamaica,Trinidad and Tobago and the Caribbean. Further, there is the issue of cost. Software applications (with teachers guide and assessment modules) designed for use in the classroom is sold under site licenses and can be prohibitively expensive in some cases (Mauro Castro, 1999). Effective management is therefore critical in implementing any ICT initiative in education. At the national level, it is necessary to
EDID6505 Trending Innovators Final Group Project 75 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) have the institutional framework in place to coordinate an ICT programme for all educational institutions. Sustaining, Supporting, and Evaluating ICT Initiatives The sustenance of information technology equipment in schools, like in any environment has proven to be very expensive. A common mistake in estimating the cost of a particular ICT educational application is to focus too much on initial fixed costspurchase of equipment, construction or retrofitting of physical facilities, initial materials production, and the like. The cost of professional development, another variable cost, also accumulates over time. For computer-based approaches the total cost of ownership therefore includes: Fixed Costs Retrofitting of physical facilities Hardware and networking Software Upgrades and replacement (in about three - five years) Variable or Recurrent Costs Professional development Connectivity, including Internet access and telephone time Maintenance and support, including utilities and supplies Consideration must therefore be given to implementing a maintenance strategy that can prolong the life span of the computer equipment installed in schools and minimize any additional cost associated with the malfunctioning of equipment. One aspect of ICT implementations in organizations that is often neglected is sustainability. This is true for many ICT-based educational projects as well. In many instances, these projects are initiated by third party
EDID6505 Trending Innovators Final Group Project 76 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) donorssuch as international aid agencies or corporationsand not enough attention is paid to establishing a mechanism by which the educational institution or community involved can pursue the project on its own or in partnership with other stakeholders after the initiating donor exits. But cost and financing are not the only barriers to sustainability. According to Cisler (2002), the sustainability of ICT-enabled programs has four components: social, political, technological, and economic. Economic sustainability refers to the ability of a school and community to finance an ICT enabled program over the long term. Social sustainability is a function of community involvement. Political sustainability refers to issues of policy and leadership. Technological sustainability involves choosing technology that will be effective over the long term. Continuous evaluation of ICT initiatives implemented in schools is absolutely necessary in order to justify further investments (i.e. money, time and effort) in the integration of ICT in education. Generally, it is difficult to evaluate the effectiveness of any IT initiative because most of the benefits are not tangible, and are therefore, difficult to quantify. In education, the simplest and most obvious indicator of the effectiveness of any programme is students scores.
EDID6505 Trending Innovators Final Group Project 77 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) References Cisler, S. Planning for Sustainability: How to Keep Your ICT Project Running; http://www2.ctcnet.org/ctc/Cisler/sustain.doc. Claudio de Moura Castro (1999) Computers in Schools: 10 Points to Avoid Past Errors. Fool Gold: A Critical Look at Computers and Childhood; Alliance for Childhood; August 25, 2001. Guidebook for Developing an Effective Instructional Technology Plan. Mississippi State University, 1996. Ministry of Education, Human Resource Development, Youth and Sports Government of St. Lucia (2005).Draft Policy for the Integration of Information & Communication Technology in the Education System Tan Wooi Tong (2004). Free/Open Source Software in Education, United Nations Development Programme: Asia-Pacific Development Information Programme (UNDP-APDIP), Malaysia
EDID6505 Trending Innovators Final Group Project 78 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Appendix 3
Podcast: http://youtu.be/bwkxm2CLhds
EDID6505 Trending Innovators Final Group Project 79 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Appendix 4 What is VoiceThread?
VoiceThread is a web 2.0 tool cloud application, so there is no software to install. The only system requirement is an up-to-date version of Adobe Flash. VoiceThread will work in any modern web browser and on almost any internet connection. It is known as a group audio blog, and permits users to comment on VoiceThread slides using one of five powerful commenting options: microphone, webcam, text, phone, and audio-file upload.
This tool is asynchronous and engaging. Topics are carefully chosen and images or videos are selected and uploaded and voice narration added to it to create a multimedia presentation which will promote debate and conversation between individuals. But best of all, viewers can add their own comments to the presentation via voice or text. With VoiceThread students can attach questions or thoughts about a lesson directly to the lesson itself when and where they apply. The result is a discussion that is integrated into the lesson itself.
How to Begin A VoiceThread The first step that teachers and students interested in using VoiceThread should take is to visit the VoiceThread homepage and sign up for a free educator account! Educator accounts allow VoiceThread users to create an unlimited number of threads that include an unlimited number of comments for free. Without an educator account, free users will be limited to 3 VoiceThread presentations.
Classroom teachers using VoiceThread often create one account for classroom use. This solves the challenge of asking students or families to sign up for personal accountsand is important for middle and elementary teachers because VoiceThread will not grant accounts to students less than 13 years of age.
After signing into VoiceThread, teachers will want to create a collection of identities for students to use while commenting on VoiceThread presentations. Identities allow students to identify themselvesas well as new commentswhile participating in stranded conversations without revealing their true identities. This practice promotes responsible Internet safety practices in student users.
Be inventive with the identities that you create! Selecting interesting images lends a sense of personality to VoiceThread presentations that students really enjoy.
To create identities, select My Account from under the Help menu:
A list of identities that you have already created will appear. Select Add an Identity from the bottom of this list:
Enter a name and then upload an image for your new identity. Then, select Save. Your new identity will be added to the list of identities that youve already created:
Once youve created an account and a collection of identities for students to use while commenting on a VoiceThread, its time to create your first presentation. Begin by carefully
EDID6505 Trending Innovators Final Group Project 82 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) selecting a topic that will promote conversation and debate between studentsand that can be conveyed through images currently available to you.
Possible topics include:
What can you learn about the values of a country or a culture by studying images? Is Global Warming having an impact on our world? Has urbanization helped or harmed our community? Where can evidence of math be found in our daily lives? Is graffiti a form of artistic expression or simply vandalism? Who are heroes?
After collecting a series of images that represent your topic, carefully script out short opening comments for each image that include a question for viewers to consider. Scripting comments prior to recording will allow you to organize your thinkingand your imagesin a logical order. This early organization will save time as you produce your final product.
Initial comments should be somewhere between 1 and 3 sentences long. Longer comments will discourage viewers from adding their own thoughtsand tend to bore viewers quickly! Remember that your goal is to promote conversation, not to lecture through pictures. If you find yourself recording longer initial comments, you probably have images that arent very interesting.
EDID6505 Trending Innovators Final Group Project 83 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Uploading and Organizing Images Once you have finished creating a script for your images, select Upload from beneath the Create tab in your Voicethread account:
Then, select the location where the images for your Voicethread presentation are currently stored:
After selecting your images, Voicethread will automatically add them to a working window for your current presentation. From this window, you will arrange your images in a logical order and add titles or weblinks to individual images:
To manipulate an individual image in your presentation, click on it in your working window. A yellow frame will appear around the selected image, and a thumbnail will appear in the bottom left hand corner of the working window:
Images bordered by a yellow frame can be repositioned in your presentation by left-clicking and dragging to a new location.
By selecting Add a Title and Link beneath the thumbnail of your chosen image, you can add both a title and an external weblink to each picture that will be visible in your final presentation.
To finalize your initial presentation, select Add a Title and Description from the top of the working window to name your Voicethread and to add a narrative that will make your work stand out in the Voicethread catalog.
Recording Audio Comments After uploading and organizing the images for your Voicethread presentation, youre ready to begin adding audio and text comments. While either type of comment is acceptable, encourage your students to add audio commentswhich tend to be more engaging and easier to follow. Hearing voices of other users also adds a sense of personality to presentations!
To add audio comments to your presentation, begin by selecting the Comment button from the main working window toolbar:
Your first image will appear above a commenting toolbar:
To add an audio comment, select the Record button found in the commenting toolbar at the bottom of your image. The first time that you insert an audio comment, you will be asked to give Voicethread access to your microphone:
When you are finished recording your audio comment, select Stop Recording:
Your recorded comment will then be played back for your approval. If you are satisfied with its quality, select Save. If youd like to re-record, select Cancel:
Each new comment is identified by an icon in the sidebar of the image. When a comment is being played, a speech bubble appears above the icon of the identity that added the comment:
Recording Text Comments While audio comments are generally far more engaging than text comments, many teachers and students feel uncomfortable recording their own voices! For these users, text comments may be more appropriate. To add a text comment, select Type from the commenting toolbar at the bottom of each image:
After selecting Type, a speech bubble will appear above the icon representing the identity of the commenter. Begin typing a written comment into the speech bubble and then select Save from the commenting toolbar. Your comment will automatically be added to the imageand your icon will appear in the sidebar:
EDID6505 Trending Innovators Final Group Project 89 Design and Implementation of a Methodology for UsingInformation and Communication Technologies (ICT) Appendix 5 A twenty-two (22) question survey http://melisamcjh.weebly.com/questionnaire.html was disseminated to teachers across four (4) Caribbean Islands: St. Lucia, Barbados, Jamaica and Trinidad and Tobago. The Demographics used were age, sex and location. The questionnaire sought to find the : The individual teachers opinion of and use of ICT generally Level of environmental (technological & administrative) support If ICT is used, how it is used in the classroom
The questionnaire was comprised of : open-ended questions Scaled respones (Likert scale strongly disagree to strongly agree) Close-ended questions (options provided for Age, Sex, Location)

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EDID6505 Trending Innovators Final Group Project 0 Design and Implementation of a Methodology for UsingInformation and Communication Technologies

University of the West Indies Open Campus

Appendix 1 Draft Teachers Manual

University of the West Indies Open Campus Camille Dickson-Deane

Arlyn Linton-Jones (1996605185)

Sharon Gilzene (91050985)

Melisa Hippolyte (312500178)

Rupatee Rajkumar -Singh (312500108)

Caron Webster (1998605453) Course Coordinator: Dr. Dickson-Deane

Follow basic user information

Navigate the desktop

Navigate the Internet

Group Assessments & Projects

Timed on screen evaluations

Practicals & Web search competitions

Individual assignments & Projects

Rules and Etiquette for using ICT

Childrens Internet activity SHOULD be supervised at all times.

Click The act of pressing a mouse button, to perform some action.

Computer A programmable machine that processes data.

Copy The act of producing an identical version of a file or other data.

Edit To edit a file is to change, update or delete its contents.

File Name The unique name given to a file.

Format To change the display of text, e.g. to make it bold, italic.

Hard Copy Information from a computer source printed on paper.

Input The process of entering data into a computer.

Joystick An input device used for video games, etc.

Margin The blank space surrounding the contents of a page.

Menu A menu provides a list of options for you to choose from.

Net Short for internet.

Output To output something is to send it to an output device, e.g. a printer or monitor.

Printer An output device producing characters or graphics on paper.

Rename To give a file a different name.

Run To run a program is to load it and start executing it.

Spacebar The bar on a keyboard which inserts spaces into a document.

Speakers Output device for sound.

Uninstall Remove a program or piece of hardware from a computer.

Upgrade To upgrade a computer or software is to install and use a newer version.

Web Site A linked series of web pages, stored at a specific location.

Internet Safety Tips for Children and Teens http://www.nypl.org/help/about-nypl/legal-notices/internet-safety-tips

Kids Rules for Online Safety updated June, 2013) http://www.safekids.com/kids-rules-for-online-safety/

Student Internet use rules http://www.scappoose.k12.or.us/?q=node/49

Arlyn Linton-Jones (1996605185)

Sharon Gilzene (91050985)

Melisa Hippolyte (312500178)

Rupatee Rajkumar -Singh (312500108)

Caron Webster (1998605453)

To create identities, select My Account from under the Help menu:

Possible topics include:

Your first image will appear above a commenting toolbar:

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