Activity 2.5.1 (Core) Dimensions where schools experience changes due to the introduction of ICT

Go back to the previous activities and read the contributions made by other participants.  Write down interesting tips and ideas in your learning journal  and make contact with those participants who share similar interests with you.  

ICT in Primary Education - Reactions to school leaders' testimonies

laura
JUN. 2, 2014 2:23PM

Laura, Uruguay


I believe ICT is creating a huge impact on the way we teach. In my country it is giving teachers the possibility to reach very distant parts of the country and thus enabling children to have access to the learning of a foreign language. We should all try to be informed and analyse what technology offers so that we can choose the best tools for the benefit of our learners, we need to study the existing possibilities in depth and consider our learners' needs so as to make the most of these new possibilities.

Children's Perspective

Ernesto
JUN. 6, 2014 12:10AM

Ernesto -> Comment on the message above
Hi ... I found interesting what the child wrote with each drawing:

At home:

"I use the Internet to search for things I do not understand and sometimes to play"

At school:

"I use the page the Mister tells me"

Activity 1.3.1 (Core) Comparing local experiences

Read the document Chapter 4. 'Vignettes of Innovative Primary Schools' from the UNESCO book ICT in Primary Education, Volume 1: Exploring the origins, settings and initiatives. You can see here some examples of different ways in which schools from 9 different countries use ICT.

Select one that is of interest to you and copy and paste to your Course Journal the ideas and methods that could be relevant to your own school’s plans, or to future policy on the use of ICT in primary schools. We will use this in Activity 1.4.3.

I selected ideas and methods from the Technology of Education Centre, Russian Federation (S4) considering them relevant to future policy on the use of ICT in primary schools.

Students cannot visit school on a regular basis due to their health conditions (some of them have cerebral palsy, others are visually impaired, etc.) and  they learn at a distance in a  Moodle-based environment. Students come occasionally to meet together, go to excursions.

• Video and audio digital recordings
• Interaction via web-cameras
• Online audio and text messaging
• Scan pictures and text
• Compose music
• Collective production of an animated movie

References used

Extract from

Kalaš,I., Laval,E., Laurillard, D., Lim, C.P., Meyer, F., Musgrave, S., Senteni, A.,  Tokareva, N., Turcsányi Szabó, M.(2014). ICT in Primary Education: Volume 1 Exploring the origins, settings, and initiatives. Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education.

Activity 1.2.6 Why do schools choose to use ICT? (Optional)

Refer to Section 1.2 of the document you downloaded in Activity 1.2.5, Chapter 1: Setting the Context, which summarises the reasons why the survey schools chose to use ICT.
Categorise your answers to Activity 1.2.4 Q3, using this analysis, to record in your Course Journal your reasons for using or not using ICT as 'external', 'internal' or 'educational'.

Add to this list any other possible reason that you think of, if this process suggests other possible reasons for using ICT that would apply to your own context.

Should

a. Wider reach and experience results delivery (external/internal)
b. ICT abilities development (internal/educational)
c. Flexibility in learning strategies (when considering them as an option or alternative for vision expansion) (external/internal/ educational)

Should not

a. If teachers or facilitators are not aware that technologies should help learning and teaching goals (internal/educational)
b. If accessibility will be a matter of difficulties among students (internal)
c. If the resulting products generated collaboratively will not be shared outside the classroom (internal)

Refrences used  for this activity

Extract from Kalaš, I., Laval, E., Laurillard, D., Lim, C.P., Meyer, F., Musgrave, S., Senteni,  A., Tokareva, N., Turcsányi-Szabó, M. (2014). ICT in Primary Education: Volume 2 Policy, Practices, and Recommendations. Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education.

Extract from Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robinson, A. J. (2009). Confronting the challenges of participatory culture. Retrieved from http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf