ICT IN EDUCATION

Wednesday, 6 January 2016

The physical components, peripherals, and equipment that comprise a computer system, as compared to the logical system software programs and routines that run the computer and the application programs that support the tasks of end users.

Technology

The purposeful application of information in the design, production, and utilization of goods and services, and in the organization of human activities.

Instructional technology

Instructional Technology (IT) is a field concerned with improving the efficiency and effectiveness of instruction involving: designing instruction (including all the phases of activity from needs assessment to evaluation) applying learning theory to instructional design.

Higher-level thinking

Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on learning taxonomies (such as Bloom's Taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.

Troubleshooting

Troubleshooting is a form of problem solving, often applied to repair failed products or processes.

Leadership

The action of leading a group of people or an organization.

Survey

To ask people questions in order to find out about their opinions or behaviour.

Effectiveness

The degree to which something is successful in producing a desired result; success.

Collaborative

Produced or conducted by two or more parties working together.

Virtual

Having the essence or effect but not the appearance or form.

Tuesday, 5 January 2016

Cool Cartoons

My new experience to create and design cool cartoon using toondoo.
Try to create your own cartoon at www.toondoo.com

LoTI: Level of Technology Implementation

introduction

In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use.
This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess.
The challenge is not merely to use technology to achieve isolated tasks (creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning.

Levels of technology implementation

1. Non-use

•A perceived lack of access to technology-based tools (computers) or a lack of time to pursue electronic technology implementation.

•Existing technology is predominately text-based (chalkboard, overhead projector).

2. Awareness

•The use of computers is generally one step removed from the classroom teacher.

•Computer-based applications have little or no relevance to the individual teacher's instructional program.

3. Exploration

•Technology-based tools serve as a supplement to existing instructional program (tutorials, educational games, simulations).

•The electronic technology is employed either as extension activities or as enrichment exercises to the instructional program.

4. Infusion

•Technology-based tools, including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing applications, and telecommunications applications, augment isolated instructional events.

5. Integration

a) Mechanical

•Technology-based tools are integrated in a mechanical manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes.

•b) Routine

•Technology-based tools are integrated in a routine manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes.

6. Expansion

•Technology access is extended beyond the classroom.

•Classroom teachers actively elicit technology applications and networking from business enterprises, governmental, research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme/concept.

7. Refinement

•Technology is perceived as a process, product (invention, patent, new software design), and tool to help students solve authentic problems related to an identified real-world problem or issue.

•Technology, in this context, provides a seamless medium for information queries, problem solving, and/or product development.

conclusion

•The LoTi implementation model focuses on the delicate balance between instruction, assessment, and the effective use of the available digital resources to increase the amount of h.e.a.t. while simultaneously improving student academic progress.