Integrating IT in Education

資訊科技整合於教育

IT in Education? Educlick Q.6

Is this the HK situation?

What is IT in Education?

• Operation of computer?

• Programming?

• Web browsing?

• email?

• Homepages?

• ICQ?

IT Education

IT Education IT in Education

Learning IT KnowledgeApplying IT Knowledge in Education

How to use a piece of courseware to teach?How to use a website to enhance learning?…..

How to design a website?How to develop a network?

Exemplar Use of IT in Ed

– Computer-aided Instruction (CAI)

– Simulation and Games

– Productivity Tools (Excel, Database)

– Computer-controlled Media (Webclass)

What IT can help?

• Higher score?

• Higher motivation?

• What required? Factual knowledge or genetic skills?

• Problem solving, creativity, communication, collaboration

What IT brings

Traditional Practice for Education

Our educational system was designed to teach students the basic facts and survival skills needed to work in industry and agriculture. (Not much change over the last hundred years.)

Assumptions:• All students learn the same way.• The teacher’s job is more of pouring facts .• Students will work individually, absorb facts, and sit

quietly in rows.

我 們 的 理 想 (98 年五年策略 )

• 激 發 和 維 持 學 生 的 學 習 興 趣 。 .. 教 與 學 逐 漸 轉 向 較 有 創 意 及 互 動 性 的 模 式 。

• 擴 闊 學 生 的 視 野 ， 豐 富 他 們 的 學 習 經 驗 ， 幫 助 他 們 發 展 具 創 意 的 思 維 。

• 鼓 勵 學 生 不 斷 自 學 進 修 ， 培 養 合 作 精 神 。

資訊科技對教育的影響

• 思考學校 , 學習國家 Thinking School, Learning Nation (Singapore’s goal)– 以前的成功方式 , 已不足夠令我們的下一代去應

付新環境新問題的挑戰 . 我們甚至不知道他們將會面對什麼問題 , 更遑論為他們提供答案及解決辦法 . 所以我們一定要肯定我們的孩子要懂得獨立思考 .

• 創造性思考及學習技能• 減少學科知識的學習• 將更多時間用於專題研究 (Project)

• 資訊科技用於建立傳意技巧及獨立學習的能力• 培養學習興趣 , 學習目的並非為求優良考試成

績 , 只有能夠不斷學習才能達致卓越的成就

Thinking School 思考學校

• 學習是終身的活動• 所以學生在早期的學習階段一定要培養

出注重學習 , 注重傳意交流的精神

Learning Nation學習國家

Why IT Enhance Learning

Learning Theories• ACT* (Atomic Components of Thought) (J. Anderson)

• Algo-Heuristic Theory (L. Landa)

• Anchored Instruction (J. Bransford & the CTGV)

• Component Display Theory (M.D. Merrill)

• Conditions of Learning (R. Gagne)

• Connectionism

• Constructivist Theory (J. Bruner)

• Conversation Theory (G. Pask)

• Criterion Referenced Instruction

• Elaboration Theory (C. Reigeluth)

• Genetic Epistemology (J. Piaget)

• Gestalt Theory (M. Wertheimer)

• GOMS (Card, Moran & Newell)

• Information Processing Theory (G.A. Miller)

• Operant Conditioning (B.F. Skinner)

• Situated Learning (J. Lave)

• Social Development (L. Vygotsky)

Cognitive Theories

Behaviorism

Constructivism

Paradigm Shift in Learning/Teaching

Constructivist approach

Information Technology

Direct instruction

Constructivism

Past Knowledge

Environmentselect and transform information

Construct hypotheses

Make decisions

Learner

Theoretical foundations of Constructivism

Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge; the learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so More about

Constructivism

Principles of Constructivism

• Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).

• Instruction must be structured so that it can be easily grasped by the student (spiral organization).

• Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

Examples of Activities demonstrating the Use of

Constructivism

• Situation Learning

• Anchored Learning

• Learning with WWW

• Lecturing

World Wide Web for educational purposes

• Educational resources – 全唐詩網頁 http://members.xoom.com/tangpoetry/

– 中國超級地圖集 http://come.to/china2000

• Download software (CAI etc.), e.g. – Download.com http://download.cnet

.com/downloads/0-10001.html

– CNET Shareware.com http://shareware.cnet.com/

– IT in Education Resource Library http://itied.ied.edu.hk/cgi-bin/ar.pl?id=59

World Wide Web for educational purposes (contd.)

• Interactive Web-based Learning software/environment – 三國演義 http://3kingdoms.macbrush.net/index2.html

– HAS Centre 超媒體自學中心 http://www.ied.edu.hk/has/

– 永權網頁 http://home.netvigator.com/~wingkei9/

– 台灣師大物理系實驗室 http://www.phy.ntnu.edu.tw/class/demolab/index.htm

• Integrating WWW as a Learning Medium

Integrating WWW as a Learning Medium

• Web acts as a supporting instructional medium and is integrated into classroom learning activities.

• Requires the creativity of teachers in integrating existing Internet resources with classroom learning processes.

Important Components for Web-based Learning

• Active learning – student takes responsibility for what and how he

or she wants to learn, instead of just responding to stimuli, or storing up information.

• Group learning – requires frequent interaction and collaboration

among students toward a common goal. – the best approach in encouraging and promoting

active learning and enhancing learner engagement in online learning circumstances.

More on Active Learning

Approaches of using Web in integrated mode

• Reviews-Presentation Paradigm– Scrapbook– Reflection

• Inquiry-based Learning Paradigm– Procedures

• Questions• Investigations• Collaboration• Artifacts

–Formats•Treasure Hunt•Research Projects•WebQuest

Reviews-Presentation Paradigm

• Students are asked to navigate the target online resources.

• 2 popular reviews-presentation formats.– Scrapbook – Reflection

Scrapbook: • teacher gathers a collection

of links on a specific topic for student exploration.

• Students choose photographs, maps, stories, facts, quotations, sound clips, videos, virtual reality tours, etc., for use in their presentations.

• presentation could be as a newsletter, desktop slide presentation, collage, bulletin board, MS PowerPoint file, or Web page

Reflection: • teacher gathers a small set of

web sites on a specific topic, each of which offers something special to do, read, or see.

• Students are asked to respond to the Web-based activities from a personal perspective. Rather than uncover hard knowledge, students are asked about their perspectives on topics, comparisons to experiences they have had, personal interpretations of artworks or data, etc.

Inquiry-based Learning Paradigm

• engages students in finding solutions to important and meaningful questions through investigations and collaboration with others.

• Through such an approach, students acquire an understanding of key principles and concepts, construct knowledge, and learn to communicate their knowledge to others.

Procedure

• Question

• Investigation

• Collaboration

• Artifacts

QuestionsQuestions should be:• Meaningful to engage non-t

rivial content and to drive students’ investigations.

• of genuine interest to the student;

• leading to appropriate scientific content;

• reasonable in the sense that useful information or data can be found related to the question.

Questions :•help students to organize their activities.

•help students to engage in activities for the purpose of learning,

•provide a focus for investigation

•avoid the disorientation and lack of focus often problematic in Web online learning.

Investigations• Students design their own investigations as they seek

information about their driving questions. • by asking and refining questions, making plans,

designing experiments, debating ideas, collecting and analyzing information and data, drawing conclusions and communicating their ideas and findings to others.

• evaluating information is an essential activity for students.

• The challenge for teachers is to help students develop strategies for collecting, evaluating and analyzing information which they find on the Web.

Collaboration

• Students need to collaborate with other students as they make meaning of the results of their investigations.

• the collaborative learning activities on the Web will enhance the learning engagement of students and allow them to be thoughtful on their own learning.

Artifacts

• Students need to create artifacts such as projects, reports, web pages or papers through which they can show and share what they have learned in the inquiry learning activities.

• These artifacts need to give students a way to explain what they have learned, and their production must help students understand ideas and issues related to the driving question.

• By creating artifacts students could synthesize their findings and construct their own knowledge.

Treasure Hunt• The teacher gathers a collection of links on a specific

topic.

• Students are assigned to visit each link and answer question by following the inquiry-based learning sequence above.

• Examples: • Nuclear Energy http://www.geocities.com/liciaphysics/

• The Farmer’s Bones http://gslc.genetics.utah.edu/society/farmer/index.html

Research Projects• Students work as individuals or in small groups to colle

ct information on a specific topic. • Students use Web sites as data sources (weather, statisti

cs, or current events) or to collect data via survey forms.

• After the collection of information, students could collaborate among themselves and create artifacts to tune up and conclude the results.

• Examples: Accounting is funny and useful: http://home.netvigator.com/~magic317/

史中人 http://members.xoom.com/hytsang/

WebQuest• A WebQuest is an inquiry activity that presents stud

ents with a challenging task, provides access to an abundance of usually online resources and scaffolds the learning process to prompt higher order thinking.

• The products of WebQuests are usually then published on the Web for some real feedback. WebQuests usually involve a controversial topic.

• The WebQuest could help students construct their own mental models of standing through active inquiry.

Examples• WebQuest 1; WebQuest 2

• The Education that I want http://www.geocities.com/chu_ching_hk/page2.html

• Selecting an African nation to establish technology model.

• Introducing an endangered species to a new habitat.

• Habitat Hunters. Netscape resources on endangered species.

• Deciding the fate of NASA or NOAA.

• Netscape resources on NASA and NOAA.

• Identifying Programs to Combat Illegal Drugs

• The End of an Industry? Struggling with Tobacco's Future.

• Which volcano is least risky? (http://www.bham.wednet.edu/online/volcano/vol1.htm)

• Which group has the better legal claim to the Kennewick Man? (http://www.bham.wednet.edu/online/kwick/bones1.htm)

• Which disease is most deserving of our research dollars? (http://www.bham.wednet.edu/online/disease/disease1.htm)

• What are the best ways to reduce teen smoking? (http://www.bham.wednet.edu/onl

ine/smoking/smoke1.htm)

Your TaskDesign a web site for students to learn. The

web site can be either one of those type stated above, i.e., (1) educational resources, (2) interactive learning environment or (3) integrating WWW in learning. Combining 2 or 3 is acceptable but not advantageous.

• You can select a topic or just select the area and let the students to choose the topic (in the 3rd type).

• You are free to design the 1st page (or called the FrontPage) of your website. But it should contain at least the following functions:– Name of Project and Webmaster (or any name

you would like call yourself)– Objective/s of the Project and the intended

participants/learners– Which subject (Chinese, English, ....) it is about.

Integrating different subjects is acceptable– On-line materials. These must be well-organized,

for example, according to different stages, subtasks or categories.

– Email to the instructor: by just clicking on a button, the student can send an email to the instructor

– Discussion Forum: where students can communicate with each other (How to create a Discussion Forum by using FrontPage or other software).

• Visual Appearance of the web pages are import for motivating students. You should try to make them attractive.

Evaluation• Format 10%

• Visual Design 10%

• Techniques 10%

• Content 20%– Type 1: reasonable number of links; well-organized

and focused– Type 2: suitable quantity of resources; learning

environment is interactive and related to the theme.

Type 3:– suitable task assigned; – suitable amount of resources; – collaborative learning encouraged.– Detailed schedule: Divide the students' task into

several stages. For each stage, state clearly what the students are expected to achieve and the deadlines.

– Final Product: Specify what the final product you are expecting. Also prepare a web page to store students' submissions. For the time being, storing students' products can be done manually by you.

– Product Evaluation: You should state clearly how the students' work will be evaluated.

END

Traditional Teaching Method

Direct Instruction

直接講授法

直接講授法 Direct Instruction

經常使用於傳統教學中。 較適合用於基礎能力的訓練 , 其他如創造力，解難等則以其他教學法較佳。

環境因素 :

強調學習性的活動 教師主導 學習時間

過程

• 建立學習目標 (Orientation)

• 講授 (Presentation)

• 結構性練習 (Structural Practice)

• 引導性練習 (Guided Practice)

• 個別練習 (Individual Practice)

建立學習目標 (Orientation)

喚起相關的已有知識討論教學目標說明將要進行的工作方法說明需用材料及步驟建立整課的架構

講授 (Presentation)

解釋或示範新概念或技能將概念或技能以圖畫或表列型式表達出

來檢查明白程度

解釋 (Explanation) 較多解釋及示範時間 分成較小步驟 大量不同類型的例子 教師示範及文字說明 避免題外話及於某一話題花太多時間 重複解說困難之處 將概念或技能以圖畫或表列型式表達出來 清楚界定概念之屬性 ; 說明概念之定義或技能之步驟

答問 (Recitation)• 教師檢查學生對所學材料的吸收程度

– 1. 提問 (Questioning): 收歛性問題 令所有學生均有機會回答 大部份問題均在學生能力所及範圍之內 教師引導為主 減少與學習無關的問題

– 2. 回饋 (Feedback): 即時改正錯誤，包括重教 , 指出錯誤 , 錯誤的原因 以知識性的回饋為主 , 輔以適當的獎勵。

結構性練習 (Structural Practice)

帶領學生 ( 小組或整體 ) 依指定步驟練習學生答問教師改正學生錯誤或增強正確行為示範使用視覺輔助 ( 圖形或表列 )

引導性練習 (Guided Practice)

學生半獨立練習 , 教師巡視 教師改正學生錯誤或增強正確行為 示範使用視覺輔助 ( 圖形或表列 )

個別練習 (Individual Practice)

學生獨立練習 ( 家課或堂課 ) 延後回饋

練習理論• 塑造 (shaping)

結構性練習 引導性練習 個別練習• 練習時間 : 較長及有動機的練習效果更佳• 初學階段 : 適當指導可減少錯誤的發生及鼓勵正確行為

• 適當分佈練習時間 : 分數次於一段時間內進行 , 次數由密至疏

• 學生須達至一定掌握程度，方適合由一階段進至另一階段

優劣點

• 缺點– 由上而下 , 學生未必能夠將新資訊與己有知識整合成為個入擁有

– 如果學生缺乏動機 ,則氣氛易變為沉悶

• 優點– 知識經教師消化

整理 ,容易吸收– 效率高 -- 較短時

間內定成學習– 重點教授及練習

資訊科技如何協助改善傳統教學

• 多媒體演示系統 (如 PowerPoint) -- 方便教師備課 , 加入各種提高學習元素 .

• 多媒體 -- 聲音 , 圖畫 , 動畫以提高學習動機

• 加入競賽 , 遊戲成份 , 以令學生更為投入