Thursday, December 25, 2008
Merry Christmas Party @ Grad School Of Ed
Grad. School Of Ed.will organize Merry Christmas Party in Grad.Students Lounge @ 11.00am till 1300pm. Everyone is welcome to join.The food is free for every grad.students. Please bring your gift (price 200 baht up) for exchanging.
Saturday, December 20, 2008
Home work for 24th of Dec,08
Since the building of A41,42 will be closed for Staff to join "Staff of the Year Award Presentation" We'll make our class online only. The student ,who post the following home work within 30th of Dec,08 will get 100% attendance. Those who post after 1st of January 09,will get 50% of attendance.
Merry Christmas and Happy New Year..See You Next year...
Home work for 24th of Dec,08:
1.Read the posted article and answer these following quetions .You may use other sources of Information to support your answers with references in APA styles;
a.How would ICT help NZ maximizing potential her human capitals in these following categories
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
b.What are ICT accessibilities of New Zealanders?
c. How ICT used for Education in NZ?
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
The Social Impact of Information Technology
print this page
[ Last Updated 20 February 2006 ]
Short Description A Briefing to the Minister for Information Technology.
Document Status
• Archived
A Briefing to the Minister for Information Technology
17 December 1999
Contents
• Introduction
• Background
• ICT as an Enabler of Social and Economic Well Being
• Demographic Imperatives
• Access to ICT
• Integrated Within Overall E-Commerce Strategies
• New Zealand's Situation
• Progressing the Issues
Introduction
1. This overview summarises a discussion paper that is being prepared on the social and economic implications of limited access to information and communication technologies (ICT), that is, issues which arise from individuals, communities and locations not having optimal access to ICT.
2. The paper looks at why an ICT literate population with optimal access to and use of ICT is important for New Zealand's economic and social well being. The paper explores available information on the likely nature of New Zealand's issues around lack of access to ICT (digital divide) and information from overseas, which is useful for thinking about the New Zealand situation. The paper suggests how government could progress towards a better understanding of the nature of a digital divide in New Zealand and the best means to resolve it.
Background
3. The Internet in particular and ICT generally are key components in New Zealand's efforts to become an information-driven, knowledge based economy. As more of the world comes online, the Internet offers New Zealand an unparalleled opportunity to diversify and become more competitive as a trading nation: to increase entrepreneurialism and employment. Its importance is reflected in government's focus on promoting e-commerce and e-government.
4. The success of e-commerce and e-government increasingly rests on there being e-citizens and e-communities, that is ICT literate people and a "wired" country. E-citizens are ICT literate people with optimal access to ICT. A large e-citizen base provides most likelihood of developing the entrepreneurs, knowledge workers, managers, consumers, students and innovators, essential for a thriving knowledge economy.
5. E-commerce growth (which includes government business) is outpacing expectations with one commentator - Nicholas Negroponte - forecasting over a billion people on the Internet by the end of next year. The global online population this year is over 200 million. Recently it was estimated that the American Internet economy contributed 1.2 million jobs and over $301.4 billion dollars to the American economy overall. A recent Australian study found that e-commerce could boost employment by 0.5 percent and drive up real wages by 3.5 percent. Conversely wages for those not skilled in ICT are likely to be lower and employment options increasingly limited - across sectors.
ICT as an Enabler of Social and Economic Well Being
6. ICT enables individuals and communities (cultural, ethnic, shared interest and geographical) to enhance their social and economic well being, and participate more actively in society and the economy, internationally as well as nationally. Enterprise/employment creation, health, education/ learning, access to justice, interactions with government, and personal contact between people are increasingly being ICT enabled. Over time they will be ICT dominated.
7. To compete globally, not only against developed nations such as the US, Britain, Canada, Ireland and Australia but also developing nations utilising ICT and the Internet to great effect (such as India, Mexico, East Caribbean), New Zealand needs to maximise the number of people/ businesses/places utilising ICT effectively.
Demographic Imperatives
8. Certain features of our demographic and economic profile suggest that if we wish to achieve growth rates similar to our competitors and improve employment opportunities, we will need as much of our human capital as possible, in all locations, to be maximising their potential. Pertinent demographic and economic factors include our:
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
Optimal access to ICT and ICT literacy are increasingly essential for maximising human capital potential.
Access to ICT
9. Access to ICT is defined quite broadly. It covers not only the issues around physical and financial access for the broadest range of people and locations but includes also having all groups in society seeing the relevance and potential for benefiting from ICT, and there being meaningful content.
10. Access can be through home, school or work, or through a range of community locations. It includes an adequate technical infrastructure in all parts of the country, and people developing the skill base necessary for optimum use of ICT. Becoming, as one commentator has put it "cyber-authors" rather than cybercouch potatoes: people who use ICT to improve their economic and social circumstances rather than just passively consume ICT provided content.
11. The digital divide is the gap between the information haves, i.e. those who have adequate access to ICT such as computers and the Internet, and the information have-nots, i.e. those who have limited or no access for either socio-economic or geographical reasons, or because of disabilities. As use of ICTs is becoming increasingly integrated into the normal processes of daily and business life, the negative impact of the digital divide on the cohesion of society is likely to become much more acute.
Integrated Within Overall E-Commerce Strategies
12. In order to establish and retain lead positions for their countries in the electronic revolution, lead knowledge economy nations have integrated national access to ICT as a key part of their overall information society/economy strategy. They seem universally of the view that only with a fully ICT literate population will their nations be truly competitive. Having sections of the population and areas unable to access ICT is viewed as posing threats to both social and economic development, and ultimately national cohesiveness. Accordingly they have developed a range of policy responses and solutions to increase the likelihood of having a fully ICT literate population.
13. However recent research from the United States suggests that despite a concerted effort by governments, the ICT industry and community leaders to open up access to ICT, the digital divide has actually widened over time. In America it is likely to be Blacks, Hispanics, low-income families, the unemployed, sole parent households (particularly those headed by females), and people living in the inner city and rural areas who are experiencing the digital divide.
14. The issue is deemed so significant that the US government held a national summit earlier this month to explore how to overcome it. President Clinton will focus his next set of New Market visits (to communities which have not participated in America's economic growth) on the digital divide, and look for partnerships between the private and public sectors to enable more children and adults to utilise ICT to best effect.
New Zealand's Situation
15. While New Zealand has a record of early adoption of ICT (ATMs, videos and the Internet) adoption of new technology cannot be imposed nor will it necessarily be financially possible for all. For people who can prioritise their income to include ICT, for them to do so may require them to better understand both the push factors (decreased opportunities in industrial age occupations) and the pull factors (increased opportunities for learning, entertainment, employment, leisure, purchasing, social and family contact). However, there are likely to be groups of people and people in certain locations who, despite understanding the push/pull factors, are unable to gain adequate access to ICT, either at home, work or through a community access site, or develop ICT literacy, for a number of reasons. If overseas evidence holds true for New Zealand, reasons will largely centre on cost.
16. While information on different groups' ability to access ICT in New Zealand is limited, what information we do have suggests that any digital divide occurring in New Zealand is most likely to be amongst the following groups and areas:
• Māori
• Pacific Island peoples
• those with lower incomes
• sole parents
• people with low or no qualifications
• those who are unemployed or underemployed, and
• those in locations without a sound telecommunications infrastructure, such as parts of rural New Zealand.
17. Internet connectivity is usually through land-based telephone wires (although this is changing). While over 97 percent of New Zealanders have access to the telephone, this percentage is less for Māori, Pacific Island and low income families. While the 1998 HES survey showed nearly 30 percent of New Zealand households overall had computers, only 23 percent of Māori households and 17 percent of Pacific Island peoples households had computers.
18. Internet use is around 50 percent overall but is less for those on low incomes and those with fewer educational qualifications. Variations in Internet use are best explained by age, household income and employment status. Very little Internet access information is available on ethnicity and none that correlates education, income and ethnicity, or looks at location against income.
19. While a recent study showed that 43 percent of farmers had computers, a reason that fewer use the Internet is that electric fences interfere with the sending of data down telephone lines which makes e-mail and data transfer difficult if not impossible.
Progressing the Issues
20. If, from a government perspective, it is agreed that the move to an information-driven knowledge based economy and society, and a more socially inclusive society, is advanced by all of New Zealand having widespread ICT literacy and access, then several issues have to be considered.
21. The first is whether widespread ICT literacy and access will happen as a result of a competitive ICT market producing goods and services which all can and want to access. Currently there is no robust information on whether or not this is likely to happen. A point to note here is the extraordinary pace of ICT research and development which means that changes in the nature and costs of Internet access happen rapidly.
22. If an ICT inclusive society were to be added to other crucial elements of progress which government plays a role in advancing, namely economic growth, social stability and good governance, and enhancing ICT literacy and access were an agreed way of achieving this, then the question arises about the best way to do this: the respective roles of government, the private sector, the community sector, and groups and individuals themselves.
23. The first step to progress this issue is to undertake research on the nature of any current or likely future digital divide in New Zealand. Research would include the current situation re. technical infrastructure, and community-based access to ICT, and assessing relevant overseas strategies and solutions, and testing out some possible responses.
24. With sound information about the problems, opportunities and options, government will be well placed to develop an effective strategy to ensure all New Zealanders, and all areas in New Zealand, have adequate access to ICT and maximise ICT literacy. With an ICT literate population and widespread access to ICT New Zealand will be on a sounder footing to compete with other knowledge economies and promote an inclusive society.
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
2.Newscard
Merry Christmas and Happy New Year..See You Next year...
Home work for 24th of Dec,08:
1.Read the posted article and answer these following quetions .You may use other sources of Information to support your answers with references in APA styles;
a.How would ICT help NZ maximizing potential her human capitals in these following categories
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
b.What are ICT accessibilities of New Zealanders?
c. How ICT used for Education in NZ?
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
The Social Impact of Information Technology
print this page
[ Last Updated 20 February 2006 ]
Short Description A Briefing to the Minister for Information Technology.
Document Status
• Archived
A Briefing to the Minister for Information Technology
17 December 1999
Contents
• Introduction
• Background
• ICT as an Enabler of Social and Economic Well Being
• Demographic Imperatives
• Access to ICT
• Integrated Within Overall E-Commerce Strategies
• New Zealand's Situation
• Progressing the Issues
Introduction
1. This overview summarises a discussion paper that is being prepared on the social and economic implications of limited access to information and communication technologies (ICT), that is, issues which arise from individuals, communities and locations not having optimal access to ICT.
2. The paper looks at why an ICT literate population with optimal access to and use of ICT is important for New Zealand's economic and social well being. The paper explores available information on the likely nature of New Zealand's issues around lack of access to ICT (digital divide) and information from overseas, which is useful for thinking about the New Zealand situation. The paper suggests how government could progress towards a better understanding of the nature of a digital divide in New Zealand and the best means to resolve it.
Background
3. The Internet in particular and ICT generally are key components in New Zealand's efforts to become an information-driven, knowledge based economy. As more of the world comes online, the Internet offers New Zealand an unparalleled opportunity to diversify and become more competitive as a trading nation: to increase entrepreneurialism and employment. Its importance is reflected in government's focus on promoting e-commerce and e-government.
4. The success of e-commerce and e-government increasingly rests on there being e-citizens and e-communities, that is ICT literate people and a "wired" country. E-citizens are ICT literate people with optimal access to ICT. A large e-citizen base provides most likelihood of developing the entrepreneurs, knowledge workers, managers, consumers, students and innovators, essential for a thriving knowledge economy.
5. E-commerce growth (which includes government business) is outpacing expectations with one commentator - Nicholas Negroponte - forecasting over a billion people on the Internet by the end of next year. The global online population this year is over 200 million. Recently it was estimated that the American Internet economy contributed 1.2 million jobs and over $301.4 billion dollars to the American economy overall. A recent Australian study found that e-commerce could boost employment by 0.5 percent and drive up real wages by 3.5 percent. Conversely wages for those not skilled in ICT are likely to be lower and employment options increasingly limited - across sectors.
ICT as an Enabler of Social and Economic Well Being
6. ICT enables individuals and communities (cultural, ethnic, shared interest and geographical) to enhance their social and economic well being, and participate more actively in society and the economy, internationally as well as nationally. Enterprise/employment creation, health, education/ learning, access to justice, interactions with government, and personal contact between people are increasingly being ICT enabled. Over time they will be ICT dominated.
7. To compete globally, not only against developed nations such as the US, Britain, Canada, Ireland and Australia but also developing nations utilising ICT and the Internet to great effect (such as India, Mexico, East Caribbean), New Zealand needs to maximise the number of people/ businesses/places utilising ICT effectively.
Demographic Imperatives
8. Certain features of our demographic and economic profile suggest that if we wish to achieve growth rates similar to our competitors and improve employment opportunities, we will need as much of our human capital as possible, in all locations, to be maximising their potential. Pertinent demographic and economic factors include our:
• Ageing population
• Low population growth
• Increased proportion of Māori and Pacific Island peoples
• More youthful nature of Māori and Pacific Island peoples
• Negative net migration
• Increasing income disparity
• Less than ideal skill base, and
• Narrow export base.
Optimal access to ICT and ICT literacy are increasingly essential for maximising human capital potential.
Access to ICT
9. Access to ICT is defined quite broadly. It covers not only the issues around physical and financial access for the broadest range of people and locations but includes also having all groups in society seeing the relevance and potential for benefiting from ICT, and there being meaningful content.
10. Access can be through home, school or work, or through a range of community locations. It includes an adequate technical infrastructure in all parts of the country, and people developing the skill base necessary for optimum use of ICT. Becoming, as one commentator has put it "cyber-authors" rather than cybercouch potatoes: people who use ICT to improve their economic and social circumstances rather than just passively consume ICT provided content.
11. The digital divide is the gap between the information haves, i.e. those who have adequate access to ICT such as computers and the Internet, and the information have-nots, i.e. those who have limited or no access for either socio-economic or geographical reasons, or because of disabilities. As use of ICTs is becoming increasingly integrated into the normal processes of daily and business life, the negative impact of the digital divide on the cohesion of society is likely to become much more acute.
Integrated Within Overall E-Commerce Strategies
12. In order to establish and retain lead positions for their countries in the electronic revolution, lead knowledge economy nations have integrated national access to ICT as a key part of their overall information society/economy strategy. They seem universally of the view that only with a fully ICT literate population will their nations be truly competitive. Having sections of the population and areas unable to access ICT is viewed as posing threats to both social and economic development, and ultimately national cohesiveness. Accordingly they have developed a range of policy responses and solutions to increase the likelihood of having a fully ICT literate population.
13. However recent research from the United States suggests that despite a concerted effort by governments, the ICT industry and community leaders to open up access to ICT, the digital divide has actually widened over time. In America it is likely to be Blacks, Hispanics, low-income families, the unemployed, sole parent households (particularly those headed by females), and people living in the inner city and rural areas who are experiencing the digital divide.
14. The issue is deemed so significant that the US government held a national summit earlier this month to explore how to overcome it. President Clinton will focus his next set of New Market visits (to communities which have not participated in America's economic growth) on the digital divide, and look for partnerships between the private and public sectors to enable more children and adults to utilise ICT to best effect.
New Zealand's Situation
15. While New Zealand has a record of early adoption of ICT (ATMs, videos and the Internet) adoption of new technology cannot be imposed nor will it necessarily be financially possible for all. For people who can prioritise their income to include ICT, for them to do so may require them to better understand both the push factors (decreased opportunities in industrial age occupations) and the pull factors (increased opportunities for learning, entertainment, employment, leisure, purchasing, social and family contact). However, there are likely to be groups of people and people in certain locations who, despite understanding the push/pull factors, are unable to gain adequate access to ICT, either at home, work or through a community access site, or develop ICT literacy, for a number of reasons. If overseas evidence holds true for New Zealand, reasons will largely centre on cost.
16. While information on different groups' ability to access ICT in New Zealand is limited, what information we do have suggests that any digital divide occurring in New Zealand is most likely to be amongst the following groups and areas:
• Māori
• Pacific Island peoples
• those with lower incomes
• sole parents
• people with low or no qualifications
• those who are unemployed or underemployed, and
• those in locations without a sound telecommunications infrastructure, such as parts of rural New Zealand.
17. Internet connectivity is usually through land-based telephone wires (although this is changing). While over 97 percent of New Zealanders have access to the telephone, this percentage is less for Māori, Pacific Island and low income families. While the 1998 HES survey showed nearly 30 percent of New Zealand households overall had computers, only 23 percent of Māori households and 17 percent of Pacific Island peoples households had computers.
18. Internet use is around 50 percent overall but is less for those on low incomes and those with fewer educational qualifications. Variations in Internet use are best explained by age, household income and employment status. Very little Internet access information is available on ethnicity and none that correlates education, income and ethnicity, or looks at location against income.
19. While a recent study showed that 43 percent of farmers had computers, a reason that fewer use the Internet is that electric fences interfere with the sending of data down telephone lines which makes e-mail and data transfer difficult if not impossible.
Progressing the Issues
20. If, from a government perspective, it is agreed that the move to an information-driven knowledge based economy and society, and a more socially inclusive society, is advanced by all of New Zealand having widespread ICT literacy and access, then several issues have to be considered.
21. The first is whether widespread ICT literacy and access will happen as a result of a competitive ICT market producing goods and services which all can and want to access. Currently there is no robust information on whether or not this is likely to happen. A point to note here is the extraordinary pace of ICT research and development which means that changes in the nature and costs of Internet access happen rapidly.
22. If an ICT inclusive society were to be added to other crucial elements of progress which government plays a role in advancing, namely economic growth, social stability and good governance, and enhancing ICT literacy and access were an agreed way of achieving this, then the question arises about the best way to do this: the respective roles of government, the private sector, the community sector, and groups and individuals themselves.
23. The first step to progress this issue is to undertake research on the nature of any current or likely future digital divide in New Zealand. Research would include the current situation re. technical infrastructure, and community-based access to ICT, and assessing relevant overseas strategies and solutions, and testing out some possible responses.
24. With sound information about the problems, opportunities and options, government will be well placed to develop an effective strategy to ensure all New Zealanders, and all areas in New Zealand, have adequate access to ICT and maximise ICT literacy. With an ICT literate population and widespread access to ICT New Zealand will be on a sounder footing to compete with other knowledge economies and promote an inclusive society.
http://www.med.govt.nz/templates/MultipageDocumentTOC____16813.aspx
2.Newscard
Friday, December 19, 2008
Friday, December 5, 2008
Home Work 5
Please make excerpt out of this article;
JSD
What Research Says:
Training Teachers for Using Technology
By Glenn A. BrandJournal of Staff Development, Winter 1997 (Vol. 19, No. 1)
Increased access to information through new technologies, along with the need to prepare children to compete in an emerging information-based global economy, promises to fundamentally reshape school practice as we move into the next century (Harvey & Purnell, 1995; Jonasson, 1993). Despite increased access to computers and related technology for students and teachers, however, schools are experiencing difficulty in effectively integrating these technologies into existing curricula.
According to the U.S. Congress, Office of Technology Assessment (1995), the lack of teacher training is one of the greatest roadblocks to integrating technology into a school’s curriculum. That same report revealed that most school districts spend less than 15 percent of their technology budgets on teacher training and development.
Such a figure makes it easy to understand Moursund’s (1992) contention that current educational systems have done a miserable job empowering teachers to appropriately and effectively use computer-related technology in the classroom.
A review of the recent literature on professional development of teachers and educational technology provides insights into well-structured staff development programs on educational technology.
Time. Teachers must have substantial time if they are going to acquire and, in turn, transfer to the classroom the knowledge and skills necessary to effectively and completely infuse technology into their curricular areas (Boe, 1989; Hawkins & MacMillan, 1993; Kinnaman, 1990). However, Harvey and Purnell (1995) suggest there is overwhelming sentiment that schools have yet to create the kind of training and practice time teachers need in order to learn how to effectively integrate technology into the curriculum.
Although training and development time varies according to individuals, Guhlin (1996) states the time required is whatever satisfies a teacher’s need for exploratory learning. That learning includes what the teacher needs to learn to effectively use the computer as both a personal and instructional tool.
When should such training be allocated? Shelton and Jones (1996) suggest that teachers need considerable training and development time outside the school day so they can concentrate on instruction and training objectives without having to deal with the normal school day demands. Therefore, training should be provided outside or away from the normal school day–for example, at a satellite location or in an area removed from regular school activities. When this is not possible, training should be provided in smaller modules either before or after school.
Take into account varying needs. When designing staff development sessions on technology, individual differences must be addressed and individual strengths supplemented (Boe, 1989; Browne & Ritchie, 1991; Shelton & Jones, 1996).
Even when professional development opportunities for technology are available, personal anxiety associated with such opportunities results because teachers arrive at the learning environment with an immense range of abilities and specific developmental needs. As a result, classroom teachers should be involved from the beginning in planning the development sessions so they can be certain their specific needs will be addressed (Guhlin, 1996).
A training program that takes varying needs into account might (Pope, 1996, Shelton & Jones, 1996):
• Identify teachers’ current interests and needs before the instructional session;
• Provide training geared to the identified needs of the target audience of teachers;
• Supplement participating teachers’ strengths; and
• Promote diversified instructional strategies to fit the various learning styles.
Flexibility of professional development opportunities. Staff training programs designed for the technological development of teachers are effective when programming offers flexibility and is not based on a "one size fits all" philosophy.
Teacher training programs must not expect that all participants will leave with the knowledge and skills to facilitate the transfer of learning to their individual classrooms. Browne and Ritchie (1991), Harvey and Purnell (1995), and Stager (1995) state that, instead, effective staff development for technology requires flexible content and opportunities.
Flexibility can be provided by (Browne & Ritchie, 1991; Harvey & Purnell, 1995; Kinnaman, 1990; Pope, 1996; Stager, 1995):
• On-site programming which allows for flexible scheduling;
• Opportunities to complete the development sessions on the learner’s own schedule and, if necessary, on their own time;
• Opportunities to participate in a combination of learning opportunities such as traditional workshops and in-class collaborations;
• Sessions built around smaller groups, and not limited to large group workshops and classes; and
• Instructional variety to teach knowledge and skills.
Provisional support. One of the most effective ways to align staff development with the district/school goals is to invest in someone with experience in both technology and curriculum (Kinnaman, 1990). Shelton and Jones (1996), Guhlin (1996), Stager (1995), Pearson (1994), Kinnaman (1990), and Persky (1990) all identify the virtues of having a full-time technology resource teacher in the school or district to bring technology into the basic fabric of the curriculum.
Having a technology resource teacher is especially beneficial for novice users, or those at the emerging stage of technological use and understanding.
Novice computer users are more likely to begin integrating technology into the curriculum when they have someone to whom they can turn for knowledge about computers as well as for emotional support and reassurance (Pearson, 1994; Persky, 1990). Whether this person is at the site or the district, just having someone in such a role can be a valuable asset in creating, implementing, and directing a global vision for integrating technology into schools.
In addition to these critical facets, such a coordinator can fulfill other functions as well. He or she can:
• Ensure that school/district objectives are met;
• Take on responsibility for aligning and organizing staff development;
• Support teachers both emotionally and technically;
• Work with a core group of teachers representing the district’s subject areas and grades;
• Coordinate time for teachers to explore and learn the new technology; and
• Act as the essential link for empowering all teachers to effectively use technology and integrate it into the overall curriculum.
Collaborative development. The environment in which the effective technological development of teachers occurs is built around collaborative learning. Because teachers vary in their level of expertise at the time of their training, the context which surrounds their technological professional development must provide a non-threatening environment that is sensitive to the individual teacher's level of expertise and experience (Browne & Ritchie, 1991; Shelton & Jones, 1996).
As a result, Stager (1995), Browne and Ritchie (1991), and Persky (1990) suggest that collaborative problem solving and cooperative learning must undergird the approach to technology learning for teachers.
Although a number of collaborative learning approaches are available, peer coaching and modeling have been most effective in transforming workshop information to classroom application and practice (Browne & Ritchie, 1991; Kinnaman, 1990; Persky, 1990).
Peer coaching, usually established in a one-to-one tutoring situation, is effective because it does a better job of addressing the unique learning needs of individuals (Browne & Ritchie, 1991). Examples of such coaching include pairing a novice and experienced mentor teacher or grade-level and content-specific teachers.
Modeling enables teachers to observe expert performance. It helps teachers overcome the insecurity and fear of applying what they have learned in workshops. Teachers who learn with "trainers" who model good use of technology often are less fearful and more confident about using technology in their classrooms (Browne & Ritchie, 1991). When an expert teacher provides the instruction, the teacher-learners also have a benchmark for measuring their own progress.
Remuneration and teacher recognition. If teachers are to feel good about taking time from their schedules to acquire new computer skills, they must be provided incentives, remuneration, and recognition rather than road blocks (Kinnaman,1990).
Studies in the business sector indicate that providing workers with highly developed technological training fails if the employees don’t receive adequate incentives (Moursund, 1992). Guhlin (1996) and Stager (1995) have echoed this need in education to support and celebrate initiatives, in turn recognizing teachers who demonstrate effort and commitment to educational computing.
Although the means of such recognition could vary, possible incentives to facilitate teacher recognition include:
• Encouraging teachers to share their experiences through writing magazine articles, sharing at conferences, leading of workshops, or other means;
• Encouraging and financially supporting teachers to attend related conferences at the board’s expense;
• Giving progressive teachers additional access to hardware and software;
• Allowing teachers opportunities to earn extra computers for their classroom;
• Providing copies of the software and manuals that teachers are trained on; and
• Instituting computer purchase assistance programs and summer and weekend loan programs (Guhlin, 1996; Kinnaman, 1990; Stager, 1995).
Sustained staff development. To help teachers properly complete the "learning cycle" of computer-related professional development, training must be ongoing and systematic (Kinnaman, 1990).
In a study examining what hinders or promotes successful integration of technology into the middle-school curriculum, Persky (1990) noted that using technology is not easy and that learning how to effectively use technology in the context of the classroom does not happen overnight. The need to allot time for continual learning is echoed in studies outside of education, which suggest that providing workers with high technology on the job ultimately fails if employees don’t receive adequate training and continuing, on-the-job support (Moursund, 1992).
Further, this need for continuing support means teacher training must be ongoing and not limited to "one-shot" sessions (Hawkins & MacMillan, 1993; Kinnaman, 1990; Shelton & Jones, 1996). Harvey and Purnell (1995) stated that teachers want sustained staff development rather than short-term training and development programs in technology.
Link technology and educational objectives. The technological training must have an instructional focus that guides teachers to think first about their curriculum and then helps them address how to integrate technology into the curriculum (Guhlin, 1996; Persky, 1990).
Teacher training often isolates technology as a separate discipline and focuses on training for specific computer applications, such as word processing (Persky, 1990; Shelton & Jones, 1996). Focusing on this skill development, however, is problematic since it offers teachers little opportunity to transfer their learning into their classrooms (Shelton & Jones, 1996).
Modern staff development must do more than simply help teachers embrace technology; it must also anticipate the classroom change that will accompany its widespread use (Browne & Ritchie, 1991; Guhlin, 1996; Kinnaman, 1990; Persky, 1990; Stager, 1995). This notion of technology as separate and isolated needs to be significantly altered so that teachers understand how technology can support educational objectives (Boe, 1989).
If educators are going to be convinced to change their practice by integrating technology into their teaching, they must see the relevance of technology to what they do in the classroom (Browne & Ritchie, 1991; Shelton & Jones, 1996).
Intellectual and professional stimulation. The model of staff development for technology must put the teacher/learner at the center of the learning experience and provide a meaningful context for learning (Stager, 1995).
Teachers need instruction that engages them and forces them to reflect on the benefits and limitations of teaching with technology (Persky, 1990; Shelton & Jones, 1996). When teachers engage with others in ongoing reflection about what they have learned about the instructional use of technology, they are more likely to critically evaluate their own pedagogical practice and redesign their instruction.
Given the findings by Harvey and Purnell (1995) and Hawkins and MacMillan (1993), the need to provide meaningful contexts for effective teacher learning is not surprising. They found that teachers grew in their use of technology when there was substantial effort and personal interest in the training and when they were involved with programs that advanced them both intellectually and professionally. Ultimately, such stimulation will lead to the empowerment of teachers concerning their individual technological use and development.
Clear administrative message. If the technological development of teachers is to truly be effective, administrators must not simply pay lip service to the cause. They must take supportive action (Persky, 1990).
Preparing teachers for schooling in the emerging information-based society requires a new vision of teaching and associated expectations for staff development. Administrators must communicate this vision so all educators in the system understand it, and they must support teachers pursuing training in this area (Boe, 1989).
The administrative message must provide a clear, articulate philosophy regarding how the new technology will be used and how the culture of the school is likely to change. Stager (1995) states that this message must clarify the curricular content and traditions valued by the school as well as specify the outdated methodology and content that will be replaced as technology is introduced. This will illuminate for those skeptics the need to change and the need to get themselves "professionally developed."
School administrators can supplement the technological development of teachers by:
• Establishing flexible schedules so teachers can practice what they have learned (or to continue their learning);
• Encouraging and facilitating team teaching and peer coaching;
• Allowing teachers to visit each other’s classrooms to observe technology integration; and
• Scheduling regular meetings among teachers using technology to plan and evaluate instruction (Persky, 1990).
Conclusions
Technology is being integrated into school curriculums in many schools across North America as a result of effective staff development. If technology is to be used by students, then teachers must possess the confidence, understanding, and skills to effectively incorporate technology into their teaching practices. This will only occur by providing adequate training and development of teachers.
References
Boe, T. (1989). The next step for educators and the technology industry: Investing in teachers. Educational Technology, 29(3), 39-44.
Browne, D.L., & Ritchie, D.C. (1991). Cognitive apprenticeship: A model of staff development for implementing technology in schools. Contemporary Education, 63(1), 28-33.
Guhlin, M. (1996). Stage a well designed saturday session and they will come! Technology Connection, 3(3), 13-14.
Harvey, J., & Purnell, S. (1995, March). Technology and teacher professional development. Report Prepared for the Office of Educational Technology, U.S. Department of Education. Santa Monica, CA: Rand Corporation
Hawkins, J., & MacMillan, K. (1993). So what are teachers doing with this stuff? Electronic Learning, 13(2), 26.
Jonasson, H.G. (1993). Effective schools link professional development, teacher supervision, and student learning. The Canadian School Executive, 12(8), 18-21.
Kinnaman, D.E. (1990). Staff development: How to build your winning team. Technology and Learning, 11(2).
Moursund, D. (1992). Empowering teachers. The Computing Teacher, 20(4), 6.
Pearson, K. (1994). Empowering teachers for technology. The Computing Teacher, 22(1), 70-71.
Persky, S.E. (1990). What contributes to teacher development in technology. Educational Technology, 30(4), 34-38.
Pope, S. (1996). Singing the praises of on-site training. Technology Connection, 3(3), 16-17.
Shelton, M., & Jones, M. (1996). Staff development that works! A tale of four T’s. NASSP Bulletin, 80(582), 99-105.
Stager, G.S. (1995). Laptop schools lead the way in professional development. Educational Leadership, 53(2), 78-81.
U.S. Congress, Office Of Technology Assessment. (1995). Teachers and technology: Making the connection. OTA-EHR-616 (database online). Available at: http://www.wws.princeton.edu/ota/disk1/1995/9541.9541.html.
About the Author
Glenn A. Brand is a computer teacher with the Peel Board of Education, Fairwind Senior Public School, 5235 Fairwind Dr., Mississauga, Ontario, Canada, L5R 3L2, (905) 507-3877, fax (905) 507-3881, (e-mail: gbrand@oise.utoronto.ca).
[THIS WILL BE A BOXED ITEM, PLACED NEAR THE END OF THE ARTICLE.]
Consider this:
• What are the needs for staff development in technology in your school or district?
• How might the elements of effective staff development (see the box in this article) be applied in your school or district?
Elements of Effective Staff Development for the
Technological Development of Teachers
A number of elements help define an effective staff development program for teachers focused around technological development. They include:
1. Provide sufficient learning time so teacher will learn to use computers effectively for personal and instructional uses.
2. Address individual teacher differences and supplement individual strengths, being sensitive to each teacher’s expertise and experience.
3. Allow flexibility in programming and instructional learning opportunities.
4. Invest in individuals who are experienced in both technology and curriculum at either the school or district level.
5. Design instructional environments around collaborative problem solving and cooperative learning.
6. Support and celebrate a teacher’s commitment to educational computing by providing incentives, remuneration, and recognition.
7. Provide training and related instruction that allows time for continued, ongoing learning, and on-the-job support.
8. Avoid isolating technology as a separate discipline. Provide an instructional focus that illustrates how technology can support educational objectives.
9. Design instruction and activities that engage teachers both intellectually and professionally.
10. Develop school administrators who encourage the technological development of teachers.
JSD
What Research Says:
Training Teachers for Using Technology
By Glenn A. BrandJournal of Staff Development, Winter 1997 (Vol. 19, No. 1)
Increased access to information through new technologies, along with the need to prepare children to compete in an emerging information-based global economy, promises to fundamentally reshape school practice as we move into the next century (Harvey & Purnell, 1995; Jonasson, 1993). Despite increased access to computers and related technology for students and teachers, however, schools are experiencing difficulty in effectively integrating these technologies into existing curricula.
According to the U.S. Congress, Office of Technology Assessment (1995), the lack of teacher training is one of the greatest roadblocks to integrating technology into a school’s curriculum. That same report revealed that most school districts spend less than 15 percent of their technology budgets on teacher training and development.
Such a figure makes it easy to understand Moursund’s (1992) contention that current educational systems have done a miserable job empowering teachers to appropriately and effectively use computer-related technology in the classroom.
A review of the recent literature on professional development of teachers and educational technology provides insights into well-structured staff development programs on educational technology.
Time. Teachers must have substantial time if they are going to acquire and, in turn, transfer to the classroom the knowledge and skills necessary to effectively and completely infuse technology into their curricular areas (Boe, 1989; Hawkins & MacMillan, 1993; Kinnaman, 1990). However, Harvey and Purnell (1995) suggest there is overwhelming sentiment that schools have yet to create the kind of training and practice time teachers need in order to learn how to effectively integrate technology into the curriculum.
Although training and development time varies according to individuals, Guhlin (1996) states the time required is whatever satisfies a teacher’s need for exploratory learning. That learning includes what the teacher needs to learn to effectively use the computer as both a personal and instructional tool.
When should such training be allocated? Shelton and Jones (1996) suggest that teachers need considerable training and development time outside the school day so they can concentrate on instruction and training objectives without having to deal with the normal school day demands. Therefore, training should be provided outside or away from the normal school day–for example, at a satellite location or in an area removed from regular school activities. When this is not possible, training should be provided in smaller modules either before or after school.
Take into account varying needs. When designing staff development sessions on technology, individual differences must be addressed and individual strengths supplemented (Boe, 1989; Browne & Ritchie, 1991; Shelton & Jones, 1996).
Even when professional development opportunities for technology are available, personal anxiety associated with such opportunities results because teachers arrive at the learning environment with an immense range of abilities and specific developmental needs. As a result, classroom teachers should be involved from the beginning in planning the development sessions so they can be certain their specific needs will be addressed (Guhlin, 1996).
A training program that takes varying needs into account might (Pope, 1996, Shelton & Jones, 1996):
• Identify teachers’ current interests and needs before the instructional session;
• Provide training geared to the identified needs of the target audience of teachers;
• Supplement participating teachers’ strengths; and
• Promote diversified instructional strategies to fit the various learning styles.
Flexibility of professional development opportunities. Staff training programs designed for the technological development of teachers are effective when programming offers flexibility and is not based on a "one size fits all" philosophy.
Teacher training programs must not expect that all participants will leave with the knowledge and skills to facilitate the transfer of learning to their individual classrooms. Browne and Ritchie (1991), Harvey and Purnell (1995), and Stager (1995) state that, instead, effective staff development for technology requires flexible content and opportunities.
Flexibility can be provided by (Browne & Ritchie, 1991; Harvey & Purnell, 1995; Kinnaman, 1990; Pope, 1996; Stager, 1995):
• On-site programming which allows for flexible scheduling;
• Opportunities to complete the development sessions on the learner’s own schedule and, if necessary, on their own time;
• Opportunities to participate in a combination of learning opportunities such as traditional workshops and in-class collaborations;
• Sessions built around smaller groups, and not limited to large group workshops and classes; and
• Instructional variety to teach knowledge and skills.
Provisional support. One of the most effective ways to align staff development with the district/school goals is to invest in someone with experience in both technology and curriculum (Kinnaman, 1990). Shelton and Jones (1996), Guhlin (1996), Stager (1995), Pearson (1994), Kinnaman (1990), and Persky (1990) all identify the virtues of having a full-time technology resource teacher in the school or district to bring technology into the basic fabric of the curriculum.
Having a technology resource teacher is especially beneficial for novice users, or those at the emerging stage of technological use and understanding.
Novice computer users are more likely to begin integrating technology into the curriculum when they have someone to whom they can turn for knowledge about computers as well as for emotional support and reassurance (Pearson, 1994; Persky, 1990). Whether this person is at the site or the district, just having someone in such a role can be a valuable asset in creating, implementing, and directing a global vision for integrating technology into schools.
In addition to these critical facets, such a coordinator can fulfill other functions as well. He or she can:
• Ensure that school/district objectives are met;
• Take on responsibility for aligning and organizing staff development;
• Support teachers both emotionally and technically;
• Work with a core group of teachers representing the district’s subject areas and grades;
• Coordinate time for teachers to explore and learn the new technology; and
• Act as the essential link for empowering all teachers to effectively use technology and integrate it into the overall curriculum.
Collaborative development. The environment in which the effective technological development of teachers occurs is built around collaborative learning. Because teachers vary in their level of expertise at the time of their training, the context which surrounds their technological professional development must provide a non-threatening environment that is sensitive to the individual teacher's level of expertise and experience (Browne & Ritchie, 1991; Shelton & Jones, 1996).
As a result, Stager (1995), Browne and Ritchie (1991), and Persky (1990) suggest that collaborative problem solving and cooperative learning must undergird the approach to technology learning for teachers.
Although a number of collaborative learning approaches are available, peer coaching and modeling have been most effective in transforming workshop information to classroom application and practice (Browne & Ritchie, 1991; Kinnaman, 1990; Persky, 1990).
Peer coaching, usually established in a one-to-one tutoring situation, is effective because it does a better job of addressing the unique learning needs of individuals (Browne & Ritchie, 1991). Examples of such coaching include pairing a novice and experienced mentor teacher or grade-level and content-specific teachers.
Modeling enables teachers to observe expert performance. It helps teachers overcome the insecurity and fear of applying what they have learned in workshops. Teachers who learn with "trainers" who model good use of technology often are less fearful and more confident about using technology in their classrooms (Browne & Ritchie, 1991). When an expert teacher provides the instruction, the teacher-learners also have a benchmark for measuring their own progress.
Remuneration and teacher recognition. If teachers are to feel good about taking time from their schedules to acquire new computer skills, they must be provided incentives, remuneration, and recognition rather than road blocks (Kinnaman,1990).
Studies in the business sector indicate that providing workers with highly developed technological training fails if the employees don’t receive adequate incentives (Moursund, 1992). Guhlin (1996) and Stager (1995) have echoed this need in education to support and celebrate initiatives, in turn recognizing teachers who demonstrate effort and commitment to educational computing.
Although the means of such recognition could vary, possible incentives to facilitate teacher recognition include:
• Encouraging teachers to share their experiences through writing magazine articles, sharing at conferences, leading of workshops, or other means;
• Encouraging and financially supporting teachers to attend related conferences at the board’s expense;
• Giving progressive teachers additional access to hardware and software;
• Allowing teachers opportunities to earn extra computers for their classroom;
• Providing copies of the software and manuals that teachers are trained on; and
• Instituting computer purchase assistance programs and summer and weekend loan programs (Guhlin, 1996; Kinnaman, 1990; Stager, 1995).
Sustained staff development. To help teachers properly complete the "learning cycle" of computer-related professional development, training must be ongoing and systematic (Kinnaman, 1990).
In a study examining what hinders or promotes successful integration of technology into the middle-school curriculum, Persky (1990) noted that using technology is not easy and that learning how to effectively use technology in the context of the classroom does not happen overnight. The need to allot time for continual learning is echoed in studies outside of education, which suggest that providing workers with high technology on the job ultimately fails if employees don’t receive adequate training and continuing, on-the-job support (Moursund, 1992).
Further, this need for continuing support means teacher training must be ongoing and not limited to "one-shot" sessions (Hawkins & MacMillan, 1993; Kinnaman, 1990; Shelton & Jones, 1996). Harvey and Purnell (1995) stated that teachers want sustained staff development rather than short-term training and development programs in technology.
Link technology and educational objectives. The technological training must have an instructional focus that guides teachers to think first about their curriculum and then helps them address how to integrate technology into the curriculum (Guhlin, 1996; Persky, 1990).
Teacher training often isolates technology as a separate discipline and focuses on training for specific computer applications, such as word processing (Persky, 1990; Shelton & Jones, 1996). Focusing on this skill development, however, is problematic since it offers teachers little opportunity to transfer their learning into their classrooms (Shelton & Jones, 1996).
Modern staff development must do more than simply help teachers embrace technology; it must also anticipate the classroom change that will accompany its widespread use (Browne & Ritchie, 1991; Guhlin, 1996; Kinnaman, 1990; Persky, 1990; Stager, 1995). This notion of technology as separate and isolated needs to be significantly altered so that teachers understand how technology can support educational objectives (Boe, 1989).
If educators are going to be convinced to change their practice by integrating technology into their teaching, they must see the relevance of technology to what they do in the classroom (Browne & Ritchie, 1991; Shelton & Jones, 1996).
Intellectual and professional stimulation. The model of staff development for technology must put the teacher/learner at the center of the learning experience and provide a meaningful context for learning (Stager, 1995).
Teachers need instruction that engages them and forces them to reflect on the benefits and limitations of teaching with technology (Persky, 1990; Shelton & Jones, 1996). When teachers engage with others in ongoing reflection about what they have learned about the instructional use of technology, they are more likely to critically evaluate their own pedagogical practice and redesign their instruction.
Given the findings by Harvey and Purnell (1995) and Hawkins and MacMillan (1993), the need to provide meaningful contexts for effective teacher learning is not surprising. They found that teachers grew in their use of technology when there was substantial effort and personal interest in the training and when they were involved with programs that advanced them both intellectually and professionally. Ultimately, such stimulation will lead to the empowerment of teachers concerning their individual technological use and development.
Clear administrative message. If the technological development of teachers is to truly be effective, administrators must not simply pay lip service to the cause. They must take supportive action (Persky, 1990).
Preparing teachers for schooling in the emerging information-based society requires a new vision of teaching and associated expectations for staff development. Administrators must communicate this vision so all educators in the system understand it, and they must support teachers pursuing training in this area (Boe, 1989).
The administrative message must provide a clear, articulate philosophy regarding how the new technology will be used and how the culture of the school is likely to change. Stager (1995) states that this message must clarify the curricular content and traditions valued by the school as well as specify the outdated methodology and content that will be replaced as technology is introduced. This will illuminate for those skeptics the need to change and the need to get themselves "professionally developed."
School administrators can supplement the technological development of teachers by:
• Establishing flexible schedules so teachers can practice what they have learned (or to continue their learning);
• Encouraging and facilitating team teaching and peer coaching;
• Allowing teachers to visit each other’s classrooms to observe technology integration; and
• Scheduling regular meetings among teachers using technology to plan and evaluate instruction (Persky, 1990).
Conclusions
Technology is being integrated into school curriculums in many schools across North America as a result of effective staff development. If technology is to be used by students, then teachers must possess the confidence, understanding, and skills to effectively incorporate technology into their teaching practices. This will only occur by providing adequate training and development of teachers.
References
Boe, T. (1989). The next step for educators and the technology industry: Investing in teachers. Educational Technology, 29(3), 39-44.
Browne, D.L., & Ritchie, D.C. (1991). Cognitive apprenticeship: A model of staff development for implementing technology in schools. Contemporary Education, 63(1), 28-33.
Guhlin, M. (1996). Stage a well designed saturday session and they will come! Technology Connection, 3(3), 13-14.
Harvey, J., & Purnell, S. (1995, March). Technology and teacher professional development. Report Prepared for the Office of Educational Technology, U.S. Department of Education. Santa Monica, CA: Rand Corporation
Hawkins, J., & MacMillan, K. (1993). So what are teachers doing with this stuff? Electronic Learning, 13(2), 26.
Jonasson, H.G. (1993). Effective schools link professional development, teacher supervision, and student learning. The Canadian School Executive, 12(8), 18-21.
Kinnaman, D.E. (1990). Staff development: How to build your winning team. Technology and Learning, 11(2).
Moursund, D. (1992). Empowering teachers. The Computing Teacher, 20(4), 6.
Pearson, K. (1994). Empowering teachers for technology. The Computing Teacher, 22(1), 70-71.
Persky, S.E. (1990). What contributes to teacher development in technology. Educational Technology, 30(4), 34-38.
Pope, S. (1996). Singing the praises of on-site training. Technology Connection, 3(3), 16-17.
Shelton, M., & Jones, M. (1996). Staff development that works! A tale of four T’s. NASSP Bulletin, 80(582), 99-105.
Stager, G.S. (1995). Laptop schools lead the way in professional development. Educational Leadership, 53(2), 78-81.
U.S. Congress, Office Of Technology Assessment. (1995). Teachers and technology: Making the connection. OTA-EHR-616 (database online). Available at: http://www.wws.princeton.edu/ota/disk1/1995/9541.9541.html.
About the Author
Glenn A. Brand is a computer teacher with the Peel Board of Education, Fairwind Senior Public School, 5235 Fairwind Dr., Mississauga, Ontario, Canada, L5R 3L2, (905) 507-3877, fax (905) 507-3881, (e-mail: gbrand@oise.utoronto.ca).
[THIS WILL BE A BOXED ITEM, PLACED NEAR THE END OF THE ARTICLE.]
Consider this:
• What are the needs for staff development in technology in your school or district?
• How might the elements of effective staff development (see the box in this article) be applied in your school or district?
Elements of Effective Staff Development for the
Technological Development of Teachers
A number of elements help define an effective staff development program for teachers focused around technological development. They include:
1. Provide sufficient learning time so teacher will learn to use computers effectively for personal and instructional uses.
2. Address individual teacher differences and supplement individual strengths, being sensitive to each teacher’s expertise and experience.
3. Allow flexibility in programming and instructional learning opportunities.
4. Invest in individuals who are experienced in both technology and curriculum at either the school or district level.
5. Design instructional environments around collaborative problem solving and cooperative learning.
6. Support and celebrate a teacher’s commitment to educational computing by providing incentives, remuneration, and recognition.
7. Provide training and related instruction that allows time for continued, ongoing learning, and on-the-job support.
8. Avoid isolating technology as a separate discipline. Provide an instructional focus that illustrates how technology can support educational objectives.
9. Design instruction and activities that engage teachers both intellectually and professionally.
10. Develop school administrators who encourage the technological development of teachers.
Friday, November 28, 2008
Wednesday, November 19, 2008
Home work 3
Please go to this Wikipedia Site and read and make an excerpt..http://en.wikipedia.org/wiki/Communications_Decency_Act
Tuesday, November 11, 2008
Home work 2
1.Please read :
"Educational Trends Shaping
School Planning and Design: 2007 " from "trend2007" and answer these questions
According to this article, how could technology help school planning to be more:
a.equitable
b."big&beautiful class"
c.changing to new mission
d."paperless"
e. "anywhere anytime anyone" approach
f.This article 's been written "before"2007,so there must be some more "change" in using technology in Education,please make the list of those "effects" of new technology(-ies) affecting schooling nowadays.
2.put on your news card...good luck
"Educational Trends Shaping
School Planning and Design: 2007 " from "trend2007" and answer these questions
According to this article, how could technology help school planning to be more:
a.equitable
b."big&beautiful class"
c.changing to new mission
d."paperless"
e. "anywhere anytime anyone" approach
f.This article 's been written "before"2007,so there must be some more "change" in using technology in Education,please make the list of those "effects" of new technology(-ies) affecting schooling nowadays.
2.put on your news card...good luck
Wednesday, November 5, 2008
Homework 1
ED6060 Class Please put your News Card,and Excerpt of "Ten C"by clicking on "comment" or "pencil" picture
Monday, November 3, 2008
AUED 6060 ICT in Education Syllabus
Assumption University
Faculty of Education
Semester 2/2008
November2008- F 2008
_____________________________
Course syllabus
Programs : Master of Education & Graduate Diploma in Teacher Education
Course title : ED 6060 Information and Communication Technology in
Education
Instructors: Assoc.Prof.Dr.Supit Karnjanapun, Ph.D. University of Missouri Columbia,U.S.A. Assumption University email: supitkrn@au.edu
Class Blog: http://aued6060.blogspot.com/
Venue A42, A Building 4th floor.
Vision of Graduate School of Education
Prepare excellent educational leaders who possess and are able to apply their professional knowledge, aptitude, skills and habits in developing young students to their fullest potential in a culturally diverse and rapidly changing postmodern world.
Mission of Graduate School of Education
1) To develop faculty members and students who are aware of and understand the faculty’s vision and mission.
2) To improve academic development; developing students as people who have the capacity and knowledge to analyze, synthesize, and provide value judgments to programs in their community and society; to use state-of-the-art IT and technology in an international, caring collaborative learning community; to assist culturally-diverse students in achieving the highest potential of becoming confident and competent administrative leaders or academic leaders in various learning contexts.
3) To employ high-caliber, professional instructors, supporting and developing personnel in each academic field to have more potential and better skills in competent work performances in order to increase program effectiveness and efficiency.
4) To support the effective and efficient utilization of resources and budget by encouraging instructors to use new educational technologies as a resource for teaching.
5) To enhance co-curricular development between the Graduate School of Education and prestigious international universities. To undertake joint research and an exchange program of instructors and students.
6) To contribute to students’ growth, many activities will be encouraged so as to have students who perform as a person of a good conduct and to instill students with devotion to society; teamwork is strongly supported to foster student individual spirit both personally and professionally.
Strategic Goals
To develop and implement programs to fulfill academic goals and objectives by using GSoE Outcome Indicators as the basis of a faculty strategic plan.
1) To assist students in all possible ways so that they may make steady progress that enables them to graduate in reasonable time
2) To prepare top-quality educational personnel, administrators, teachers, and educational researchers who:
- are well-versed in, and who keep updated in knowledge of their field
- demonstrate sound professional skills and desirable attitudes
3) To develop highly competent students capable of using IT and IT applications that lead to optimum learning in school and classroom instruction.
4) To support and encourage the ongoing professional development of GSoE students through paper presentations, publications, and research; and to be confident in addressing groups of fellow educators on educational issues.
5) To recruit high-ability students, both from within the country and abroad, into the profession of education.
6) To develop ways and means to work out details relating to admission, registration, housing of exchange and international students, and to organize a special unit to coordinate and provide academic assistance.
Course description
ED 6060 Information and Communication Technology in Education
Examines and analyzes the impacts of ICT on teaching and learning,
particularly on how ICT could change the way the students learn and on
how it could change the way administrators manage. Provides an overview
of the process for designing learning experiences to be delivered through
e-learning, using appropriate instructional designs that are suitable for
electronic delivery. Survey research in the application of ICT for
innovative learning and effective administration for the benefit of students,
teachers, and administrators.
Goals
1. To increase students’ knowledge of computer technology and
applications relevant to teaching and learning. 2. To increase students’ computer skills in the field of educational
administration.
Objectives
1. To develop students’ skills in searching ,analysing,digesting and reflecting the idea of using Information and Communication for Education.
2. To stress the importance of Information and Communication Technology(ICT) in the education and related fields.
3. To increase knowledge in the latest ICT applications in education.
Teaching/ learning strategies
1. Lectures
2. Laboratory sessions
3. Report or presentation
Assessment and evaluation
1. Attendance and class participation 10%
2. Assignments and newscard posting 50%
3. Final examination 40%
Grading
Percentage
A
=
90-100
A-
=
85-89
B+
=
80-84
B
=
75-79
B-
=
70-74
C+
=
65-69
C C
=
60-64
C-
=
55-59
D
=
50-54
F
=
00-49
References:
Auerbach, Carol(2006). Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips John Wiley & Sons, Incorporated,
Bruns,Axel.(2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage Peter Lang Pub Inc
Bruns Axel,&J Jacobs ,j.( 2006). Uses of Blogs: Peter Lang Pub Inc
Bowles, M. S. (2004). Relearning to E-Learning: Strategies for electronic learning and
knowledge. Australia: Melbourne University Press.
Driscoll, M. (2002). Web-based Training: Creating e-Learning Experiences.
San Francisco.
Grabe, M. & Grabe,C. (2007) Integrating Technology for Meaningful Learning. New
York:Houghton Miffin Company.
Hess, G. & Hancock, S. (2001) Using Dreamweaver to Create e-Learning.
Vancouver.
Inglis, A., Ling, P., and Joosten, V. (2002) Delivering Digitally: Managing the
Transition to the Knowledge Media, Second Edition (London: Kogan Page).
Roblyer, M. D. (2003). Integrating Educational Technology into Teaching. Columbus,
Ohio: Merril Prentice Hall.
Salmon, G. (2002). E-activities: The Key to Active Online Learning. London.
Conducting training workshops: a crash course for beginners (by Eileen K. Van Kavelaar, newest edition
The workshops that really work (by Hal Portner)--
The Non-Designer's Design Book (Robin Williams)
Free Online References:
http://www.pfeiffer.com/WileyCDA/PfeifferTitle/productCd-0787976237,descCd-authorInfo.html
An E-Book: Orey, M. (ed.)(2001-present). http://www.coe.uga.edu/epltt/index.htm
Theory and practice of online learning: http://cde.athabascau.ca/online_book/
Elearning Tutorials available at http://www.elearnmag.org/subpage.cfm?section=tutorials
Wikipedia, Bloom’s Taxonomy
Theories and Models of Learning available at http://www.elearnmag.org/subpage.cfm?section=tutorials
Rubrics available at www.teach-nology.com/web_tools/rubrics/
Assessment available at www.carla.umn.edu/assessment/vac/
Handouts:
McINTYRE LIBRARY GuideTen C’s for Evaluating Internet Resources: www.uwec.edu/library
UNESCO Bangkok .ICT Competency Standards for teachers. www.unesco.org/en/competency-standards-teachers
Role of UNDP in Information and communication Technology for Development
http://www.undp.org/execbrd/pdf/DP2001CRP8.PDF
2006 Information & Communications for Development (IC4D) - Global Trends and Policies
www.worldbank.org/ic4d
ICT in Thai Education available :http://www.bu.ac.th/knowledgecenter/epaper/july_dec2005/pote.pdf
Katz,Y ,Millin,D,and Offir,B,(1996) The Impact of Information Technology,from Practice to Curriculum,London:Chapman&Hall
Chou,L,and Others.Technology and Education:New Wine in New Bottles Choosing Pasts and Imagining Educational Futures
Conole,G and Oliver,M,(Contemporay Perspectives in Elearning Research,themes,methods and Impact on Practice,London and New York:Routledge
Jung,I,(2005), ICT-Pedagogy Integration in Teacher Training:Application Cases Worldwide,Educational Technology&Society,8(2),94-101
Course schedule (tentative)
Week
Day/Date
Time
Topics
Lecturer
1
Wed, November 5
18-21
Introduction to course/
How to search
Assoc.Prof.Dr. Supit
2
Wed, November 12
18-21
Why we use ICT in Instruction
Assoc.Prof.Dr. Supit
3
Wed, November 19
18-21
Responsible Use of Technology
Assoc.Prof.Dr. Supit
4
Wed, November 26
18-21
Ten Lessons for ICT and Education in the Developing World
Assoc.Prof.Dr. Supit
5
Wed,
December 3
18-21
Why eLearning is so popular
Assoc.Prof.Dr. Supit
6
Wed,
December 17
18-21
Evoluation of Open Learning
Assoc.Prof.Dr. Supit
7
Wed,
December 24
18-21
online assignment on NZ ICT (in Blog)
Assoc.Prof.Dr. Supit
8
Wed,
January 7
18-21
Characteriscs of online Instructors
Assoc.Prof.Dr. Supit
9
Wed,
January 14
18-21
Development of Webquest
Assoc.Prof.Dr. Supit
10
Wed,
January 21
18-21
TEAL:Technology Enhance Learning
Assoc.Prof.Dr. Supit
11
Wed,
January 28
18-21
Weblogs: practice of wordpress and watch wordpress tutorials
Assoc.Prof.Dr. Supit
12
Wed,
February 4
18-21
Moodle,the best CMS
Assoc.Prof.Dr. Supit
13
Wed,
February 11
18-21
Learning Theory of Online Learning
Assoc.Prof.Dr. Supit
14
Wed,
February 18
18-21
Teaching in an Online Learning
Assoc.Prof.Dr. Supit
15
Wed,
February 25
18-21
Individual project presentation
Assoc.Prof.Dr. Supit
16
TBA
18-21
Final Examination
Proctor
Assignments (tentative)
Weekly assignment for each student are:
1.Compose News Card on” technology news” and post on class Blog
2.Read and answer questions&write excerpts from handouts and post on Class Blog
Assignments will be accepted late for up to one week past the due date. At the end of that week, they will no longer be accepted or graded. Points may be deducted for lateness, at the instructor's discretion (typically 5% of the total value per day late). Don't fall behind -- it is too difficult to catch up again
IMPORTANT: Include your first and last name(real no nick) in your file to distinguish you from others
Week
Day/Date
Topics
1
Wed, November 5
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
2
Wed, November 12
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
3
Wed, November 19
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
4
Wed, November 26
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
5
Wed,
December 3
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
6
Wed,
December 17
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
7
Wed,
December 24
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
8
Wed,
January 7
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
9
Wed,
January 14
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
10
Wed,
January 21
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
11
Wed,
January 28
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
12
Wed,
February 4
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
13
Wed,
February 11
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
14
Wed,
February 18
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
15
Wed,
February 25
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
Faculty of Education
Semester 2/2008
November2008- F 2008
_____________________________
Course syllabus
Programs : Master of Education & Graduate Diploma in Teacher Education
Course title : ED 6060 Information and Communication Technology in
Education
Instructors: Assoc.Prof.Dr.Supit Karnjanapun, Ph.D. University of Missouri Columbia,U.S.A. Assumption University email: supitkrn@au.edu
Class Blog: http://aued6060.blogspot.com/
Venue A42, A Building 4th floor.
Vision of Graduate School of Education
Prepare excellent educational leaders who possess and are able to apply their professional knowledge, aptitude, skills and habits in developing young students to their fullest potential in a culturally diverse and rapidly changing postmodern world.
Mission of Graduate School of Education
1) To develop faculty members and students who are aware of and understand the faculty’s vision and mission.
2) To improve academic development; developing students as people who have the capacity and knowledge to analyze, synthesize, and provide value judgments to programs in their community and society; to use state-of-the-art IT and technology in an international, caring collaborative learning community; to assist culturally-diverse students in achieving the highest potential of becoming confident and competent administrative leaders or academic leaders in various learning contexts.
3) To employ high-caliber, professional instructors, supporting and developing personnel in each academic field to have more potential and better skills in competent work performances in order to increase program effectiveness and efficiency.
4) To support the effective and efficient utilization of resources and budget by encouraging instructors to use new educational technologies as a resource for teaching.
5) To enhance co-curricular development between the Graduate School of Education and prestigious international universities. To undertake joint research and an exchange program of instructors and students.
6) To contribute to students’ growth, many activities will be encouraged so as to have students who perform as a person of a good conduct and to instill students with devotion to society; teamwork is strongly supported to foster student individual spirit both personally and professionally.
Strategic Goals
To develop and implement programs to fulfill academic goals and objectives by using GSoE Outcome Indicators as the basis of a faculty strategic plan.
1) To assist students in all possible ways so that they may make steady progress that enables them to graduate in reasonable time
2) To prepare top-quality educational personnel, administrators, teachers, and educational researchers who:
- are well-versed in, and who keep updated in knowledge of their field
- demonstrate sound professional skills and desirable attitudes
3) To develop highly competent students capable of using IT and IT applications that lead to optimum learning in school and classroom instruction.
4) To support and encourage the ongoing professional development of GSoE students through paper presentations, publications, and research; and to be confident in addressing groups of fellow educators on educational issues.
5) To recruit high-ability students, both from within the country and abroad, into the profession of education.
6) To develop ways and means to work out details relating to admission, registration, housing of exchange and international students, and to organize a special unit to coordinate and provide academic assistance.
Course description
ED 6060 Information and Communication Technology in Education
Examines and analyzes the impacts of ICT on teaching and learning,
particularly on how ICT could change the way the students learn and on
how it could change the way administrators manage. Provides an overview
of the process for designing learning experiences to be delivered through
e-learning, using appropriate instructional designs that are suitable for
electronic delivery. Survey research in the application of ICT for
innovative learning and effective administration for the benefit of students,
teachers, and administrators.
Goals
1. To increase students’ knowledge of computer technology and
applications relevant to teaching and learning. 2. To increase students’ computer skills in the field of educational
administration.
Objectives
1. To develop students’ skills in searching ,analysing,digesting and reflecting the idea of using Information and Communication for Education.
2. To stress the importance of Information and Communication Technology(ICT) in the education and related fields.
3. To increase knowledge in the latest ICT applications in education.
Teaching/ learning strategies
1. Lectures
2. Laboratory sessions
3. Report or presentation
Assessment and evaluation
1. Attendance and class participation 10%
2. Assignments and newscard posting 50%
3. Final examination 40%
Grading
Percentage
A
=
90-100
A-
=
85-89
B+
=
80-84
B
=
75-79
B-
=
70-74
C+
=
65-69
C C
=
60-64
C-
=
55-59
D
=
50-54
F
=
00-49
References:
Auerbach, Carol(2006). Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips John Wiley & Sons, Incorporated,
Bruns,Axel.(2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage Peter Lang Pub Inc
Bruns Axel,&J Jacobs ,j.( 2006). Uses of Blogs: Peter Lang Pub Inc
Bowles, M. S. (2004). Relearning to E-Learning: Strategies for electronic learning and
knowledge. Australia: Melbourne University Press.
Driscoll, M. (2002). Web-based Training: Creating e-Learning Experiences.
San Francisco.
Grabe, M. & Grabe,C. (2007) Integrating Technology for Meaningful Learning. New
York:Houghton Miffin Company.
Hess, G. & Hancock, S. (2001) Using Dreamweaver to Create e-Learning.
Vancouver.
Inglis, A., Ling, P., and Joosten, V. (2002) Delivering Digitally: Managing the
Transition to the Knowledge Media, Second Edition (London: Kogan Page).
Roblyer, M. D. (2003). Integrating Educational Technology into Teaching. Columbus,
Ohio: Merril Prentice Hall.
Salmon, G. (2002). E-activities: The Key to Active Online Learning. London.
Conducting training workshops: a crash course for beginners (by Eileen K. Van Kavelaar, newest edition
The workshops that really work (by Hal Portner)--
The Non-Designer's Design Book (Robin Williams)
Free Online References:
http://www.pfeiffer.com/WileyCDA/PfeifferTitle/productCd-0787976237,descCd-authorInfo.html
An E-Book: Orey, M. (ed.)(2001-present). http://www.coe.uga.edu/epltt/index.htm
Theory and practice of online learning: http://cde.athabascau.ca/online_book/
Elearning Tutorials available at http://www.elearnmag.org/subpage.cfm?section=tutorials
Wikipedia, Bloom’s Taxonomy
Theories and Models of Learning available at http://www.elearnmag.org/subpage.cfm?section=tutorials
Rubrics available at www.teach-nology.com/web_tools/rubrics/
Assessment available at www.carla.umn.edu/assessment/vac/
Handouts:
McINTYRE LIBRARY GuideTen C’s for Evaluating Internet Resources: www.uwec.edu/library
UNESCO Bangkok .ICT Competency Standards for teachers. www.unesco.org/en/competency-standards-teachers
Role of UNDP in Information and communication Technology for Development
http://www.undp.org/execbrd/pdf/DP2001CRP8.PDF
2006 Information & Communications for Development (IC4D) - Global Trends and Policies
www.worldbank.org/ic4d
ICT in Thai Education available :http://www.bu.ac.th/knowledgecenter/epaper/july_dec2005/pote.pdf
Katz,Y ,Millin,D,and Offir,B,(1996) The Impact of Information Technology,from Practice to Curriculum,London:Chapman&Hall
Chou,L,and Others.Technology and Education:New Wine in New Bottles Choosing Pasts and Imagining Educational Futures
Conole,G and Oliver,M,(Contemporay Perspectives in Elearning Research,themes,methods and Impact on Practice,London and New York:Routledge
Jung,I,(2005), ICT-Pedagogy Integration in Teacher Training:Application Cases Worldwide,Educational Technology&Society,8(2),94-101
Course schedule (tentative)
Week
Day/Date
Time
Topics
Lecturer
1
Wed, November 5
18-21
Introduction to course/
How to search
Assoc.Prof.Dr. Supit
2
Wed, November 12
18-21
Why we use ICT in Instruction
Assoc.Prof.Dr. Supit
3
Wed, November 19
18-21
Responsible Use of Technology
Assoc.Prof.Dr. Supit
4
Wed, November 26
18-21
Ten Lessons for ICT and Education in the Developing World
Assoc.Prof.Dr. Supit
5
Wed,
December 3
18-21
Why eLearning is so popular
Assoc.Prof.Dr. Supit
6
Wed,
December 17
18-21
Evoluation of Open Learning
Assoc.Prof.Dr. Supit
7
Wed,
December 24
18-21
online assignment on NZ ICT (in Blog)
Assoc.Prof.Dr. Supit
8
Wed,
January 7
18-21
Characteriscs of online Instructors
Assoc.Prof.Dr. Supit
9
Wed,
January 14
18-21
Development of Webquest
Assoc.Prof.Dr. Supit
10
Wed,
January 21
18-21
TEAL:Technology Enhance Learning
Assoc.Prof.Dr. Supit
11
Wed,
January 28
18-21
Weblogs: practice of wordpress and watch wordpress tutorials
Assoc.Prof.Dr. Supit
12
Wed,
February 4
18-21
Moodle,the best CMS
Assoc.Prof.Dr. Supit
13
Wed,
February 11
18-21
Learning Theory of Online Learning
Assoc.Prof.Dr. Supit
14
Wed,
February 18
18-21
Teaching in an Online Learning
Assoc.Prof.Dr. Supit
15
Wed,
February 25
18-21
Individual project presentation
Assoc.Prof.Dr. Supit
16
TBA
18-21
Final Examination
Proctor
Assignments (tentative)
Weekly assignment for each student are:
1.Compose News Card on” technology news” and post on class Blog
2.Read and answer questions&write excerpts from handouts and post on Class Blog
Assignments will be accepted late for up to one week past the due date. At the end of that week, they will no longer be accepted or graded. Points may be deducted for lateness, at the instructor's discretion (typically 5% of the total value per day late). Don't fall behind -- it is too difficult to catch up again
IMPORTANT: Include your first and last name(real no nick) in your file to distinguish you from others
Week
Day/Date
Topics
1
Wed, November 5
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
2
Wed, November 12
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
3
Wed, November 19
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
4
Wed, November 26
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
5
Wed,
December 3
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
6
Wed,
December 17
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
7
Wed,
December 24
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
8
Wed,
January 7
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
9
Wed,
January 14
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
10
Wed,
January 21
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
11
Wed,
January 28
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
12
Wed,
February 4
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
13
Wed,
February 11
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
14
Wed,
February 18
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
15
Wed,
February 25
Compose News Card on” technology news” and post on class Blog
Read&answer questions&write excerpts from handouts and post on Class Blog
Tuesday, September 16, 2008
Assignment for Wed, November 5
Please carefully!!
1.Compose News Card on” technology news” and post on class Blog
2.Read&answer questions&write excerpts from handouts and post on Class Blog
Starting from clicking on "pencil picture" or "comment"and from there you go! Your job must be done no later than November 10@18.00 O'clock(evening) , Assignments will be accepted late for up to one week past the due date. At the end of that week, they will no longer be accepted or graded. Points may be deducted for lateness, at the instructor's discretion (typically 5% of the total value per day late). Don't fall behind -- it is too difficult to catch up again
IMPORTANT: Include your first and last name(real no nick) in your file to distinguish you from others
1.Compose News Card on” technology news” and post on class Blog
2.Read&answer questions&write excerpts from handouts and post on Class Blog
Starting from clicking on "pencil picture" or "comment"and from there you go! Your job must be done no later than November 10@18.00 O'clock(evening) , Assignments will be accepted late for up to one week past the due date. At the end of that week, they will no longer be accepted or graded. Points may be deducted for lateness, at the instructor's discretion (typically 5% of the total value per day late). Don't fall behind -- it is too difficult to catch up again
IMPORTANT: Include your first and last name(real no nick) in your file to distinguish you from others
Welcome to our Virtual Home
Hello Class;
My name is Associate Professor Dr.Supit Karnjanapun (Dr.Pete)I would like to welcome all of you to this cyberspace,as the part of the ED 6060:ICT in educatiion course. We'll make use of this space for the class assignments ,posting questions,answer questions ect.,at the same time you'll learn how to apply this technology in your real life career. Enjoy yourself,enjoy learning with technology,it's easy don't worry,cheer up!!!
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