WESTMEAD INTERNATIONAL SCHOOL

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UNIT 4: VARIOUS CONTENT AREAS

21st Century Literacy Skills

Standards, instructional goals, curricula, legislation, teacher beliefs, student experience,
resources, and many other variables guide technology use in classrooms. Ultimately educational
stakeholders agree that the use of technology is to prepare
students, but there is often little agreement on what they are
being prepared for and how that preparation should be
conducted. Nonetheless, for teachers looking to understand what
is essential to support learning with technology, the common
components integrated into national technology and content area
standards and state requirements provide a good start. These
goals, often termed “21st-century skills” because of their
perceived need in the near future, include: content learning,
critical thinking, communication, problem-solving, production and
creativity. Students benefit from learning with and about
technology such as the media, information and ICT literacy.
According to Bri Stauffer 2020, she identifies 21 st century
skills that today’s students need to succeed in their career during
the Information age. The twelve 21st century skills are

21st Century Teacher by Tsisana Palmer 2015

1. Learner-centered classroom and personalized instruction.
2. Students as producers
3. Learn new technologies
4. Go global
5. Be smart and use smartphones
6. Go digital
7. Collaborate
8. Project-based learning
9. Build your positive digital footprint
10. Keep learning
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Instructional Design Models

 Gagne’s Nine events of Instruction (NIU Center for Innovative Teaching and Learning, 2020)
In 1965, Robert Gagné proposed a
series of events that are associated
with and address the mental
conditions for learning. Use Gagné’s
nine events in conjunction with
Bloom’s Revised Taxonomy to design
engaging and meaningful instruction.
The following steps have been
adapted from Gagné, Briggs, and
Wager (1992).

1. Gain attention of the students.

Ensure the learners are ready to learn
and participate in activities by
presenting a stimulus to capture their attention.
2. Inform students of the objectives. Inform students of the objectives or outcomes for the subject and
individual lessons to help them understand what they are expected to learn and do. Provide objectives
before instruction begins.
3. Stimulate recall of prior learning. Help students make sense of new information by relating it to
something they already know or something they have already experienced.
4. Present the content. Use strategies to present and cue lesson content to provide more effective
instruction. Organize and group content in meaningful ways, and provide explanations after
demonstrations.
5. Provide learning guidance. Advise students of strategies to aid them in learning content and of
resources available. In other words, help students learn how to learn.
6. Elicit performance (practice). Have students apply what they have learned to reinforce new skills and
knowledge and to confirm correct understanding of course concepts.
7. Provide feedback. Provide timely feedback of students’ performance to assess and facilitate learning
and to allow students to identify gaps in understanding before it is too late
8. Assess performance. Test whether the expected learning outcomes have been achieved on previously
stated course objectives.
9. Enhance retention and transfer. Help learners retain more information by providing them
opportunities to connect course concepts to potential real-world applications.
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 ADDIE model
The ADDIE model instructional design model is
perhaps the most popular and widely accepted ID
model. The acronym ADDIE stands for Analyze,
design, Develop, Implement and Evaluate. It is a
five-phase approach to building effective learning
solutions.
1. Analyze – the instructional goals, target audience
and required resources
2. Design – a learning solution that aligns objectives
and strategies with instructional goals.
3. Develop – learning resources, validate and revise
drafts, and conduct a pilot test.
4. Implement – the learning solution by preparing the
learning space and engaging participants.
5.Evaluate – the quality of learning resources and how well they
accomplish instructional goals.

 Merill’s Principles of instruction (Gerard Learning Design, 2019)

The ‘First Principles of Instruction’ by M. David Merrill
is a compilation of the common elements identified in
a number of existing instructional design theories and
models. It takes a problem centered view supported
by four phases of instruction.
First, the problem is focused on real-world
tasks. Then, the four phases of instruction: activation,
demonstration, application, and integration are
present to ensure effective instruction. The problem
and four phases make up the five principles
comprising Merrill’s model.
1. Learning is promoted when learners are engaged in solving real-world problems.
2. Learning is promoted when existing knowledge is activated as a foundation for new knowledge.
3. Learning is promoted when new knowledge is demonstrated to the learner.
4. Learning is promoted when new knowledge is applied by the learner.
5. Learning is promoted when new knowledge is integrated into the learner’s world
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Technology Enhanced Teaching Lesson exemplars

For audio

For social bookmarking

Diigo
Exploring social bookmarking with
Diigo: https://youtu.be/9tqkYSrra0w
https://youtu.be/mlYXVYTayZs (Free account: 100mb)

Blogs to create online platforms for students

Blogger WordPress.com
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For Infographics

Distance Learning
Distance learning – any form of remote education
where the student is not physically present for the
lesson – is booming thanks to the power of the Internet.
With a variety of course types to choose from, there is a
rise in flexible and affordable education options. In fact,
there are a number of advantages of learning remotely
over even traditional teaching models. Distance learning
describes any learning that happens without the
students being physically present in the lesson.
Historically, this described correspondence courses in which students would communicate with their
schools or teachers by mail. More recently, distance education has moved online to include a huge
range of systems and methods on practically any connected device (ViewSonic 2020).

Visit this website for the list of distance learning solutions:

https://en.unesco.org/covid19/educationresponse/solutions

Types of Online Distance Learning

Synchronous learning is when all the students learn together at the same time (and often even place)
but the instructor is at another location. It often features video or teleconferencing that connects
teachers and learners digitally.
Asynchronous learning is a less connected but also less constrained format. Instead of live online lessons,
students are given learning tasks with deadlines. They then self-study to complete the assignments.

Forms of Online Interaction (Moore 1989)

Teacher to Student interaction
This form of interaction takes place when the online teacher for example conducts an open
discussion with the students using the chat room, social media technologies and other tools for online
conferences. This type of interaction requires real-time communication and therefore, it is synchronous.

Student to Content Interaction

In its most basic definition, student or learner-to-ontent interaction refers to the time the
learner spent interfacing with course content including textbooks, Powerpoint lecture presentations,
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web pages and discussion forums. Interaction with content in the context of online learning can take
many forms and serve a variety of functions. The learner-to-content interaction is demonstrated when
online students are given the opportunity to interact with the lesson which may be assigned to them by
their online teacher.

Student to Student Interaction

This type of interaction takes place between and among online students. Use of online
collaborative learning activities, problem solving, case-cased instruction and other learning tasks
provides students the opportunities to interact among themselves and learn from each other. In an
online learning environment, similar learning activities may e applied to some extent, however, they
differ on the medium employed to prompt , promote and sustain student-to-student interaction.

Technology Tools in a Collaborative Classroom Environment

Learning Management Systems
It is defined as course management software used to deliver educational and training programs
online. Just like other software application such as the Microsoft Word or Google docs program you use
to write documents, powerpoint for designing and developing lecture presentations, learning
management system is a software program that helps you create, manage and deliver online
educational programs. It is simply understood as an online course organizer

Tools and Resources of LMS and their functions

Workspace – every LMS provides this specific tool, however, and for some they may call this
with a different name. “My Workspace” is a place where you can keep personal documents,
create new sites, maintain a schedule, store resources and much more.
Announcement tool – where online teacher may use to post announcement for the class.
Resources – is a tool designed to serve as a repository of all materials such as journal articles,
videos and other multimedia materials.
Syllabus – This tool is where online course syllabus is posted. Some LMS provide a template for
this tool and online teacher simply fills up the required information such as title of the course,
code course, learning outcomes, schedule and description.
Chat room – This is a virtual classroom where the teacher and students meet in real-time. This is
a tool where synchronous communication takes place.
Discussion Forum – This is another LMS tool where asynchronous communication between the
teacher and the students and between and among online students can take place.
Assessment Tool – Online teachers can likewise give online test. This assessment tool helps
teachers organize and post several types of test.