Course Journal

ACTIVITY WEEK 2 Read  the  Chapter 7 “Students' Perspective”  of the UNESCO Book “ICT in Primary Education. Volume 2: Policy, Practices and Recommendations” ( https://d396qusza40orc.cloudfront.net/ictinprimary/unesco_book/Chapter_7_Students_perspective.pdf ) Ask  one primary school child or group of children (eg your students, your children) - 'What do you think about how technology is being used in your school'? How would you  describe  the difference in the use of ICT inside and outside school?  Record  their comments on text (1 paragraph), picture (1 drawing made by a child) or video (less than 1 minute of video) Upload  your videos to a public repository of your choice. Some alternatives are: Youtube -  https://www.youtube.com/?gl=GB  - you can upload videos Share  your text, image or video link on the Padlet wall ‘Children’s Voices’ Padlet Wall: http://padlet.com/wall/2gadhi1756yk I interviewed a boy of th...

Primary Teachers in ICT: Crucial Role, Competencies, and Conditions to support them (By JT) This newsletter will give you an insight into the ecosystem of a primary teacher in an enhanced-ICT environment.  From policymakers to parents it is important to understand not only the crucial role and competencies these teachers have but also conditions which support them. The old saying goes that without teachers a classroom is just a room.  In the same way that without teachers a computer is just a box, an iPad is an expensive frisbee and software packages are invisible.  It takes skilled and competent teachers to bring these tools to life, to integrate them into the primary school curriculum to enhance learning outcomes for their students. In Victoria, Australia, where I am from the role of the teacher in an ICT - enhanced environment, is to: “prepare students for the demands of an ever-changing world by facilitating learning in a technology-rich environment where...

Crucial role of teachers in the ICT- enhanced learning environments by Clarisa Torres Find the information in the following link: https://www.lucidpress.com/invitations/accept/da16d995-c6a8-4913-a6e2-6bfbefa6306e

I selected and explored one of these case studies Collective Case Study of Promising Practices Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education It was... Beacon Primary School, Singapore , by Lee Yong TAY and Cher Ping LIM. Then, I reflected upon the following questions: Role of teachers: Given the promising practices in the case study, how would you describe the role of the teachers in these learning environments? Capacity of teachers: Having identified the role of the teachers, can you list and explain the competencies that they will require to take up the role effectively? Supporting conditions: What are the supporting conditions (at the school and system level) and how do they support the teachers in these learning environments? Role of teachers Teachers in the ICT-mediated learning environment as this case have to take on the more demanding role of MEDIATOR and knowledge breaker to provide guidance, strategic supp...

After reading this article on presenting different approaches to teacher professional development: Modelos and best practices in Teacher Professional Development And Read this other article ICTs and Teacher Competencies  I would like to answer theses questions... Identify the types of teacher professional development you have experienced or observed as a teacher, researcher, school/institution/organization leader, education-related practitioner, or policymaker?  I have experienced the three broad categories: Standardized TPD programs School- centered TPD Individual or self- directed TPD Standardized TPD programs: This year in the school where I work as an assistant of P5 Primary, we had a workshop titled "A practical guide to effective differentiated Learning" by Dragonfly Training. The presenter shared some skills and knowledge with a large group of educators (early year´s teachers and lower school´s teachers) via face to face.  This St...