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    Teaching and Learning in Technology Empowered Classrooms—Issues, Contexts and Practices
    Teaching and Learning in Technology Empowered Classrooms—Issues, Contexts and Practices
    Teaching and Learning in Technology Empowered Classrooms—Issues, Contexts and Practices
    Ebook185 pages1 hour

    Teaching and Learning in Technology Empowered Classrooms—Issues, Contexts and Practices

    By Ajitha Nayar K

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    Development of technologies has necessitated a shift and change in policies. Tracing the historical evolution of technology in various areas and levels of education reveals a late entry of effective policies. While recording the successful practices and case studies, it is seen that the felt need of technology-competent and resourceful teachers contributed to innovations and trends of educational technology companies. This work highlights policy guidelines and features of policy frameworks and guidelines. Teacher perspectives on curricular experiments and the skills required by teachers suited for an ICT-based classroom are documented. Various curricular experiments enacted in different regions are reported. The success and failures and reasons thereof are cited and detailed. The skills required by the teachers in these technology-enabled learning environments are described in association to technology used, learning skills of learner, and the nature of the technology-based learning environment. The mechanisms by which the opportunities were recognized by teachers as such is also narrated upon. How teachers investigate the possibilities of various technologies for pedagogical use is also reviewed. Teacher perspectives with regard to ICT possibilities and the opportunities are subsequently elucidated. The success is determined among other factorspracticability, suitability, feasibility, and optimal realization for technology for pedagogical potential. The tried out and successfully implemented technology-based instructional strategies are described in detail with the intention of how teachers can implement them by themselves in the classroom. Suitable topics suited for their use is also highlighted. It has long been confirmed that ICT can be used based on sound psychological and pedagogical bases. The social, cultural theories of reconstruction can be applied with the ICT-based education. ICT is a tool for introducing and building social contexts and collaborating with others for application, problem solution, and concept attainment. Technology-mediated instructional strategies can draw upon various theories of learning toward the best advantage of the student and to realize the objectives of instruction, viz. acquiring knowledge, developing understanding, attaining concepts, and acquiring skills.
    LanguageEnglish
    PublisherPartridge Publishing India
    Release dateJun 21, 2018
    ISBN9781543703146
    Teaching and Learning in Technology Empowered Classrooms—Issues, Contexts and Practices
    Author

    Ajitha Nayar K

    Dr Ajitha Nayar K has over twenty five years experience in Education having worked as Teacher Educator, Principal, Visiting senior lecturer and currently holds official position of Executive Academic Administration of Indian Institute of Information Technology and Management Kerala. Her professional engagements include Science Education Curriculum Consultant, Research project Director at National as well as International level, Workshop Coordinator on mapping of SDG in colloboration with UNU-RCE ,Thiruvannathapuram . Her recent publications include Teachers Resource Manual published by Living Lab/CDT, UN RCE Borderlands Mxico-USA and Universidad Autnoma de Chihuahua, Mexico, Rice, paddy and agriculture - tracing its influences in Malayalam literature in VOL II of History of Agriculture in Kerala in Press , Paddy fields and Birds - A thriving ecosystem of flora and fauna in VOL II of History of Agriculture in Kerala in Press Technology mediated Pedagogies for Skill Acquisition towards Sustainability Education accepted for Book title Pedagogy Volume 2, ISBN 978-953-51-5650-5. Enhancing Technological pedagogical content knowledge (TPCK) towards effective technology integration/infusion in science education Best practices in Mathematics and Science Education ,Pearson-Malaysia Pvt Ltd ISBN 978-967-349-192-6 She also holds position of Director of Living labs, Kerala a branch of Living Lab/CDT, UN RCE Borderlands Mxico-USA and Universidad Autnoma de Chihuahua, Mexico and attempts to initiate, colloborate and undertake resaerch towards sustainability consiousness and developing Eco labs in educational instituions.

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      Book preview

      Teaching and Learning in Technology Empowered Classrooms—Issues, Contexts and Practices - Ajitha Nayar K

      Copyright © 2018 by Ajitha Nayar K.

      ISBN:                  Softcover                        978-1-5437-0313-9

                                  eBook                              978-1-5437-0314-6

      All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

      Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

      www.partridgepublishing.com/india

      List of Figures

      Figure 1.1 Chronology of Evolution of Educational technology (1900s- 2020s)

      Figure 1.2 Computer lab based learning environments

      Figure 1.3 Smart classrooms

      Figure 1.4 Layout of High Tech Classrooms

      Figure 1.5 Teacher roles in the blended classrooms

      Figure 3.1 Experiments of curriculum – How and where?

      Figure 3.2 Phases of Curricular experiments and IT innovations with respect to Education in India

      Figure 3.3 Levels of Technology familiarity of teachers Courtesy: Miranda net

      Fig 3.4 Wordpress based learning platform for Medical Education (Showcased a innovative practice https://altc.alt.ac.uk/blog/2017/03/developing-a-learning-environment-in-wordpress/) ALT-C Blog, https://vimeo.com/144376073

      Figure 3.5 Facebook Pedagogy (Ed). Howard Scott https://altc.alt.ac.uk/blog/2016/08/facebook-pedagogy- and-education-in-apprenticeships/#gref

      Fig 3.6 Open learning Resource Networks. Source: National Institute for Life Long Learning (NILE)

      Figure 4.1 Emerging technologies Adapted and modified from Source: http://blogs.worldbank.org/edutech/10-global-trends-in-ict-and-education 10 Global Trends in ICT and Education

      Fig 5.1 Profile of Best practices- Levels, contexts and details

      Fig 5.2 Best Practices- Information collection and retrieval

      Fig 5.3 Best Practice- Learning strategies

      Fig 5.4 Best practices- Teacher Education

      Fig 5.5 Best practices- Teacher Education

      List of Tables

      Table 1.1 Categorization of Learning environment

      Table 1.2 Changes in Student and Teacher Roles in Learner-Centered Environments (Newby et al., 2000).

      List of Boxes

      Box 3.2 Source https://www.opencolleges.edu.au/informed/?s=brainstorming+bubbles

      Box 5.1 Best practices – Steps and strategies – Teacher training

      List of Contents

      Chapter 1 Tracing the history of technology - based education

      1.0 Introduction

      1.1 Categorization of Technology enhanced classroom environments

      1.2 Changing Classroom layouts and designs

      1.3 Types of teachers

      1.4 Teaching skills

      1.4.1 Skills – teaching and learning

      1.5 Teacher –learner roles

      1.5.1 Traditional roles of the teacher

      1.5.2 Emerging roles of the teacher

      1.6 Emerging roles of the learner

      1.7 Some early teacher based ICT initiatives in Teacher education

      1.8 Integrating Technology in Teacher Education

      1.9 Conclusion

      Chapter 2 Global ICT policies in the Educational Context-Impact on Teacher Education

      2. 0 The introduction of Technology to education

      2.1 ICT in Education in India

      2.2 National policy on ICT in education in India

      2.3 Information and Communication Technologies in school education in India

      2.3.1 Policy initiatives

      2.3.2 ICT Literacy and Competency Enhancement Policy

      2.4 ICT for Children with Special Needs

      2.5 ICT for Open and Distance Learning

      2.6 ICT for School Management

      2.7 ICT Infrastructure - There will be two types of Infrastructure: Core ICT Infrastructure and Enabling Infrastructure

      2.8 Network and Connectivity

      2.9 Enabling Infrastructure

      2.10 Strengthening Infrastructure

      2.11 Digital Resources - Digital Content and Resources.

      2.12 Development of Content

      2.13 Sharing and Dissemination of Digital Content

      2.14 Role of School Library

      2.15 Capacity building of School Heads

      2.16 Capacity building of State / District Education Department Personnel

      2.17 Implementing and Managing the Policy

      2.18 Inter-ministerial Group

      2.18.1 National and State level Agencies

      2.18.2 Role of the States

      2.18.3 Advisory Group –

      2.18.4 Norms, Standards and Procedures -

      2.19 Conclusion

      Chapter 3 Technology based Curricular experiments

      3.0 Curricular experiments

      3.1 Case study of a Government initiated ICT based curricular intervention

      3.2 Institutional and organizational level

      3.3 Teacher initiated technology mediated strategies

      3.4 Some Innovative Curricular Practices

      3.4.1 Using Technology in the Classroom – a mini case study

      Learning in groups using technology

      3.4.2 Gaming and gamification as an educative tool in the classrooms

      3.4.3 WordPress as a Learning Environment for medical education

      3.4.4 Evernote as a Portfolio: changing the way we document, share and manage the learning happening in all aspects of a student’s life

      3.4.5 Effective learning through harmonious Integration, Combination and incorporation Technology Pedagogy and Content

      3.4.6 Introducing Twitter into the classroom: a multimodal analysis

      3.4.7 Facebook Pedagogy and Education in Apprenticeships

      3.4.8 The Strategic Use of ILT in Land Based Education (event review)

      3.4.9 Open Learning as Lifelong Learning: Conduit for education in South Korea

      3.4.10 Teaching and learning through START UPS

      3.5 Conclusion

      Chapter 4 Opportunities and Possibilities: Technology interventions in the classroom

      4.0 Introduction

      4.1 Technology education in Kerala

      4.2 Digital technologies

      4.3 Overall class managers

      4.4 Resource identifiers

      4.5 Personal academic coaches

      4.6 Technopedagogists

      4.7 Virtual instructor

      4.8 Constraints on the use of ICTs

      4.9 Conclusion

      Chapter 5 Best practices of technology enabled learning

      5.0 Introduction

      5.1 Best practices Learning environment

      5.2 Best Practices- Information collection and retrieval

      5.3 Best practices Teacher Training

      5.4 Best practices Techno Pedagogies

      5.4.1 Classroom

      5.5 Conclusion

      FIRST CHAPTER

      Tracing the history of technology - based education

      Abstract: A brief introduction to various issues related to technology education outlining its history and exploring other issues related to technology education. The impact of technology on education, teaching and teachers, learning and learner, schools and centers of higher education is elaborated with specific reference to skills and practices. The shifts in teacher and learner roles are discussed. This chapter narrates the path of ICT based education and the roles of teachers and teaching practices which were modeled and remodeled to suit technology presence in the classroom.

      Key words- History of Technology, Integrating Technology, Teacher Education,

      1.0 Introduction

      The field of education has found itself changing with respect to needs of society and social changes around. These changes in effect impact roles of schools, teachers, practitioners, learning environments and ultimately educational practices. Educational practices refers to instructional practices and it is in the area of classroom practices that changes have often been reflected and effected.

      Books will soon be obsolete in schools so said Thomas Edison remarking the invention of television, its entry to schools and its undoubtedly impact in education. However we find that books continue to be essential sources of information and learning in school education. Even e-books, are not very popular among school going kids for learning.

      The story of education is in a way the story of technology. Technology has its many influences and intervention in schooling and leaning practices.

      Rapid developments in information and communication technologies (ICT) in recent years have resulted in significant changes in the way the world operates and communicates. This in turn has had an impact on educational needs, both in terms of the content and the delivery of educational services. This has contributed to pressure on decision-makers to acquire new technologies. At the same time, forms of ICT are multiplying, with an increasing array of ICT options for decision-makers to choose from when integrating ICT into education Programmed Instruction and other software packages are making rapid changes in the educational field. It provides ample opportunities for millions of children to come out of the dark rooms of ignorance.

      Educationists have begun to recognize that technology which were teaching tools have now become as commonplace and familiar as personal textbooks, exercise books and pencils. Modern day tablets have multimedia capabilities and the ability to link up with the books and notepads of other users, or indeed with whole libraries. In short, the computer is evolving into a tool to facilitate learning that appears to have most of the educational properties of older technologies (books, radio, film strips, television) with at least equal if not greater convenience of use plus communication capabilities in addition.

      The history of education in a way reflects the history of technology too. "Educational Technology is the application of scientific knowledge about learning, and the conditions of learning, to improve the effectiveness and efficiency of teaching and training. In the absence of scientifically established principles, educational technology implements techniques of empirical testing to improve learning situation (National centre of programmed learning, UK). Educational technology is supposed to be one such magic wand to hold out some of this kind of a bold promise. Carefully planned use of mass media as an educational tool might pave way for an effective educational pedagogy which can solve most of the problems related to education. Educational technology can improve the quality of education through educational satellite communication and networked programmes. The scope of educational technology is very vast. Educational technology not only includes the use of media and digital technologies in education but also includes the designing of the process of teaching

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