Θεοδώρα (Δώρα) Μαγουλιώτη

Παρουσίαση με θέμα: "Θεοδώρα (Δώρα) Μαγουλιώτη"— Μεταγράφημα παρουσίασης:

1 Θεοδώρα (Δώρα) Μαγουλιώτη
«The pedagogical use of Information and Communication Technology (ICT)» (1) How you perceive the project? What means to you the pedagogical use of ICT? (2) Do you personally use the tools of ICT in the class? Ιωάννινα, 02/11/2013 Θεοδώρα (Δώρα) Μαγουλιώτη Πτυχιούχος Επιστήμης Η/Υ Παν/μίου Κρήτης, Μεταπτυχιακό Δίπλωμα Ειδίκευσης στη Μηχανική Η/Υ Πολ/χνείου Κρήτης, Πτυχιούχος Παιδαγωγικής Κατάρτισης ΠΑΤΕΣ/ΣΕΛΕΤΕ Ιωαννίνων, Πιστοποιημένη από το ΕΚΕΠΙΣ εκπαιδεύτρια ενηλίκων (Β’ Μητρώο), Εκπαιδεύτρια ΕΚΔΔΑ Εκπαιδευτικός (ΠΕ19) στο 2ο Εσπερινό ΕΠΑΛ Ιωαννίνων

2 TODAY΄S ENVIRONMENT… (1)
Knowledge: the driving force of economy. Learning: the fuel! Learning processes never stop – Lifelong learning – Holistic learning. The future of the educational systems or/and companies, depends on their ability to manage knowledge. The productive model abandons the hierarchical structure and tends to the net (mesh) structure. Utilizing new technologies as knowledge management tools is critical . Work communities geographically dispersed, share knowledge, ideas, experiences to serve their “ clients ” needs.

3 TODAY΄S ENVIRONMENT … (2) Working communities prefer
Technology: It acts as a link between members of the community. It drastically shapes the basic forms of communication, interaction and knowledge sharing in online community Cooperative learning: It is constructed with organized learning activities and using the interactive process. Available Web technologies in learning communities: Asynchronous and modern Tele- education – Virtual classes Chat rooms and forums Hardware sharing services, special video (youtube, κλπ) Social network services (facebook, myspace, κλπ) Collaborative tools(blogs, wikis, folksonomies, κλπ) Web 2.0 A term describing changing trends in network use by enhancing cooperation, creativity and secure exchange of information.

4 BUT TODAY… (CURRENT SITUATION)
Several barriers to the integration of new technological tools into the didactic and learning process, not sorely due to school infrastructure reasons(Tzimogiannis & Komis 2004). Approaches focus exclusively on the design and development of the new learning enviroments without taking into account the perceived perceptions, trends and knowledge of teachers (Olson 1995). Significant opportunities are offered by ICTs to transform teaching practice towards: Student - centered, active, exploratory and collaborative learning styles . Often, ignorance of the new subject leads to fear, the teacher’ s refusal to use ICT in day- to – day classroom practice (Diamantaki e.t., 2001).

5 THE PEDAGOGICAL USE OF ICT YES but HOW?
We need to think about issues that are related with: The choice of learning theories, teaching methods and the change of organizational structures in the school environment. The new tools they offer in the didactic and learning process (modeling, simulation, exploration, multiple representations, communication e.t.c). Changing the perceptions of teaching practice and professional development of teachers.

6 THE NEEDS OF TEACHERS Teachers need:
Knowledge of ways to integrate ICT into the teaching of their cignitive subjects. Skills and positive attitudes to adopt new pedagogical practices for successful integration.

7 Teacher training would be good to aim for:
PURPOSE of EDUCATION Teacher training would be good to aim for: The creative and constructive use of ICT in school for upgrading and modernizing the educational process. The pedagogical use of ICTs to achieve the learning objectives pursued within all the subjects and activities of the school.

8 GOALS of the EDUCATION Possibility to critically read the achievements of ICTs and their correlation with cultural and social issues. Understanding the theoretical approaches of the pedagogical use of ICT to enable: α) The assessment of their contribution to the learning process. b) Development, interpretation and evaluation of educational ICT applications. c) Developing pedagogical use of educational software and integrating into the detailed program. d) Acquire knowledge and skills to monitor developments in the field of educational technology. Expierience of experimental expierience and design. Obtaining attitudes that favor the use of ICT as cognitive and development tools. Acquire experience of practical pedagogical applications of ICT. Development of collaborative and communication skills in the context of “ opening ” the school to the wider society.

9 “ GOOD TEACHER PROFILE”
Teacher’ s self - confidence. The experiences of his life. Understanding the motivation of each student. Are all teachers honest? Are they technologically sufficient?; The constant effort. Η εστίαση σε σημαντικά things. Ο δάσκαλος δεν ανησυχεί για το τι λένε οι ανώτεροί του. Η παιγνιώδης ατμόσφαιρα. (*) Tell me what ICT tools you are already using have heard it is good for you …

10 «EDUCATIONAL SOFTWARE»
But now let’ s get to know each other first and then with the software !!!

11 «Services web 2.0» Greater reference was made
1995: Establishing thw Web service (www) or just web After 2000 blogs begin to appear, wikipedia e.t.c. 2003 the term is emerging ,of course, to describe these new possibilities What’ s different about these environments?

12 «Web Tools 1.0» The termonology emerged after 2004.
The sites of the websites were only informed by their <<ownes>>. The above update was relatively late. The websites were static. Before the only engagement that an end – user could have been though other internet services such as USENET, the forums, chat (IRC).

13 « Web services 2.0» Web 2.0: Established by Tim O'Reilly Media of MediaLive International at 2003. Was broadcasted at a conference in 2004. Interconnectivity: You can update the content of a website by going through another environment. Interactivity: The site is no longer a static thing controlled by an individual or on entity that has access. Readers can write comments e.t.c

14 VS Visit the page http://www.slideshare.net/gpalegeo/
There is excellent material for new tools from M.r Georgios Palaigeorgiou. Δημιουργείστε 4 ομάδες (με 4 ή 5 άτομα). (2 min) Στην κάθε ομάδα ορίστε αρχηγό. (2 min) Βασιστείτε στην παρουσίαση κι επιλέξτε 4 εργαλεία τα οποία ως ομάδα βρήκατε ενδιαφέροντα και you want to learn more about it. (5 min) The leaders will discuss each other and will end up with I tool per team. (5 min) Each group will make an internet search, find informations about its tool and its leader will present it orally in plenary . (15 min)

15 Types of Educational Software
1. Λογισμικό που υποστηρίζει τον παραδοσιακό τρόπο διδασκαλίας, τη μετάδοση δηλαδή της γνώσης από το δάσκαλο στο μαθητή (επεξεργασία κειμένου, λογιστικά φύλλα, εφαρμογές παρουσίασης, βάσεις δεδομένων, προγράμματα ζωγραφικής, ψηφιακές εγκυκλοπαίδειες, διαδίκτυο, ιστοσελίδες, blogs κ.λπ.). 2. Λογισμικό που υποστηρίζει νέες μεθόδους διδασκαλίας και μάθησης, βοηθά τους μαθητές να αποκτήσουν νέες δεξιότητες, να καλλιεργήσουν την κριτική τους σκέψη και αυτενέργεια. Το δεύτερο ονομάζεται διερευνητικό και είναι το ζητούμενο ως «καλό» ( ). Rejoin groups. (1 min) It comes to Educational Software«Language». (15 min) Record 2 points that you liked most and 2 points you liked less(5 min) Each leader presents their team’s views to the other teams and all leaders together agree on the 3 nicer and the 2 less nicer elements of the E.S. «Language». (10 min) Of the 4 leaders to appoint a representative who will present the recorded data in plenary(5 min)

16 Research Educational Software(1/3)
It provides the ability to manipulate tools for visualization and data management e.g dynamic maps. Allows the combined use of the multiple representations, phenomena, capable of two – way manipulation. It has embedded structured query wording and search tools.

17 Research Educational Software(2/3)
It is accompanied by teaching scenarios and pedagogical exploitation instructions. It allows the integration of personal notes that can be shared with others. It allows the change or extension of the multimedia materials according to the needs of the user.

18 Research Educational Software(3/3)
Provides the ability to program actions using appropriate attributes. It offers the opportunity to test hypothetically scenarios that lead to their discovery or verification. It enables the collection of data from internet sources for immediate use. It offers mechanisms to support participatory activities over the internet.

19 Generally, the Educational Software is expected to contribute(1/2):
In the friendlier, more attractive, richer and more versatile presentation of matter, In the experiential of approach of knowledge, The activation of the student through creative activities, experimentation and exploration, The condensation of many lengthy texts into large-volume audiovisual messages,

20 The Educational Software is expected to contribute(2/2):
The reduction of the time devoted by the student, but also the effort he spends on the absorption of matter In promoting collaborative but also individualized learning (Students in common activities learn to cooperate , but each student individually can follow his/her own learning rhythms).

21 Cases of exploratory Educational Software(E.S.)
Rejoin groups. (1 min) Prepare to the E.S that accompanies school books, find out what attracted your interest and “play” a bit with it (20 min) Within the group, discuss and write a title (short description) about previous experience. (5 min) The leader to present the title (short description) in plenary. (2 min) Ε.S. from Pedagogical Institute Ε.S. that accompany school books

22 ICT tools that helps educational process(1)
Ξανασυναντηθείτε σε ομάδες. (1 min) Προηγηθείτε στο Φωτόδεντρο, εντοπίστε 1 που σας τράβηξε περισσότερο το ενδιαφέρον και «παίξτε» λίγο μαζί του (10 min) Εντός της ομάδας συζητείστε και συντάξτε έναν τίτλο (μικρή περιγραφή) για την προηγούμενη εμπειρία σας. (3 min) Ο αρχηγός να παρουσιάσει τον τίτλο (μικρή περιγραφή) στην ολομέλεια. (2 min) School books in e-form The form enriched means there are hyperlinks that lead to lessons about videos, sounds, in formations, painting, exercises e.t.c. PHOTOTREE is a series of descriptions of learning objects. Free educational programs and educational material(1) Free educational programs and educational material(2) Ξανασυναντηθείτε σε ομάδες. (1 min) Προηγηθείτε στην ιστοσελίδα του δωρεάν λογισμικού, εντοπίστε 2 που σας τράβηξαν περισσότερο το ενδιαφέρον, βρείτε και καταγράψτε πληροφορίες γι’ αυτά. (20 min) Ο αρχηγός να παρουσιάσει τις πληροφορίες στην ολομέλεια. (5 min)

23 Toolsία ΤΠΕ που βοηθούν the Educιδευτική Διαδικασία (2)
Create a ppt file with 3 questions R (right) – W (wrong) (10 min) Rejoin groups (1 min) Shuffle with each other and use the other groups files(5 min) Built it (20 min) Is this the right way to create R – W exercises type? Let’ s talk about it … (15 min) Toolsία ΤΠΕ που βοηθούν the Educιδευτική Διαδικασία (2) MS PowerPoint Creations presentation guidelines Τhe Power Point simply PPT advices PPT instructions for pedagogical use Import video from YOUTUBE to PPT PPT work sheet Example R –W EXERCISES with PPT

24 ICT tools that helps educational process(3)
Διαδίκτυο Instructions for searching informations on the Internet Way to search in the internet Net site evaluation criteria How to create a web page Using the internet at school … and little practice … Exercise 1 – BROWSE WEB PAGES Exercise 2 – MORE BROWSE WEB PAGES Exercise 3 – EVEN MORE BROWSE WEB PAGES Panhellinic School Nerwork (PSN) PSN (LINKING SCHOOLS TO PSN, Access to private teachers to PSN) Services PSN (teachers – students) Create an account (if you don’t have), exchange with at least 12 collegues and send to each other. Observe them in the inbox folder.. Forward – create contacts and groups – message priority – sort messages – mark as read and unread – attached files - messaging A little bit more familier with PSN… The class Blogs (…basic steps…) (practice)

25 ICT tools that helps educational process(4)
Instructions for creating exercises hotpotatoes (manual) Installation instructions for the software hotpotatoes hotpotatoes (manual No 2) hotpotatoes (manual No 3) hotpotatoes (manual No 4, from Mr. Salonikidi) Exploiting the software hotpotatoes JQUIZ (short answer): example – work shop (archieve, website) JΜΙΧ (confused proposal): example – work shop (archieve, website) JCROSS (crossword):example – work shop (archieve, website) JMATCH (matching): example – work shop (archieve, website) JCLOZE (fill in the blanks): example – work shop (archieve, website) Create working groups and make your own exercises at hotpotatoes. Present them.

26 ICT tools that helps educational process(5)
Instructions for creating multiple – choice quizzes fill in the blanks exercises and matching hot pepper (manual) hot pepper (γενικά παραδείγματα) ( ) (e.g. waves,physics) ( ) hot pepper (e-maths) ( ) (e.g. geometry, anklelsΙ) ( )

27 ICT tools that helps educational process(6)
CONCEPTUAL MAPS (CM) Creating a concept map is useful in almost all courses. For example, in the chemistry book of the second class of high school, at the end of each lesson, instead of the summary there is a map of concepts. There are various software that can be used to create such a map. But also in our interactive table when we open the TRACEBOOK, we can create map by typing with our finger, just as we would write a lesson plan on the blackboard.  The interactive table enable us to store the map of concepts we designed as a presentation (step by step) Conceptual map creation software: CmapTools (and in Greek) (Download the software)