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1
MODULE 2: APPLYING ICT IN SCIENCE, MATHEMATICS AND ENGLISH TEACHING
RESOURCES
Mod
ule 2
for IC
T-S
ME
Pro
ject (2011
-2013
)
The United Republic of Tanzania
2
ACKNOWLEDGEMENT
The Ministry of Education and Vocational Training in collaboration
with GESCI developed these Modular Outlines with financial support
from Sida.
Copyright
2012 Ministry of Education and Vocational Training
3
Content
ACKNOWLEDGEMENT ................................................................................................................ 2
Unit 1: Information and Communication Technology (ICT) and the Science, Mathematics
and English (SME) Curriculum ................................................................................................. 7
Activity 1 – What is Information and Communication Technology?........................................ 7
ACTIVITY 1 RESOURCES .................................................................................................. 7
Key Resource 1: Group Brainstorm Templates: What is Information? What is
Communication? What is Technology? ..................................................................................... 8
Resource 1a: Group Brainstorm Template - What is Information? ....................................... 8
Resource 1b: Group Brainstorm Template - What is Communication? ................................ 9
Resource 1c: Group Brainstorm Template - What is Technology? ..................................... 10
Key Resource 2: Group Definition Templates: What is Information? What is
Communication? What is Technology? ................................................................................... 11
Key Resource 2a: Group Definition Template - Information .............................................. 11
Key Resource 2b: Group Definition Template - Communication ....................................... 11
Key Resource 2c: Group Definition Template - Technology .............................................. 11
Key Resource 3: Information Briefs: Information/ Communication/ Technology .................. 12
Resource 3a – Information Brief – What is Information? .................................................... 12
Resource 3b – Information Brief – What is Communication? ............................................. 15
Resource 3c – Information Brief – What is Technology? .................................................... 17
Activity 2 - What is the New Pedagogy for Science, Mathematics and English Teaching? ... 19
ACTIVITY 2 RESOURCES ................................................................................................ 19
Key Resource 1: Group Discussion Templates: New Pedagogies in SME ............................. 20
Key Resource 1a - Group Discussion Template – Constructivist Approach in Chemistry
Teaching ............................................................................................................................... 20
Key Resource 1b - Group Discussion Template – Constructivist Approach in Physics
Teaching ............................................................................................................................... 21
Key Resource 1c - Group Discussion Template – Constructivist Approach in Biology
Teaching ............................................................................................................................... 22
Key Resource 1d - Group Discussion Template – Constructivist Approach in Mathematics
Teaching ............................................................................................................................... 23
Key Resource 1e - Group Discussion Template – Constructivist Approach in English
Teaching ............................................................................................................................... 24
Key Resource 2: Information Briefs – New Pedagogies in Science, Mathematics and English
.................................................................................................................................................. 25
Resource 2a: Syllabus Overview - Science, Mathematics sand English.............................. 25
Resource 2b: Constructivist Approach ................................................................................. 26
4
Resource 2c: How We Learn ............................................................................................... 27
Activity 3 - What is Technology, Pedagogy and Content Knowledge? .................................. 28
ACTIVITY 3 RESOURCES ................................................................................................ 28
Key Resource 1: Group Discussion Templates – The TPACK Game ..................................... 29
Key Resource 1a - Group Discussion Template – TPACK Game in Chemistry ................. 29
Key Resource 1b - Group Discussion Template – TPACK Game in Physics ..................... 30
Key Resource 1c - Group Discussion Template – TPACK Game in Biology ..................... 31
Key Resource 1c - Group Discussion Template – TPACK Game in Mathematics ............. 32
Key Resource 1c - Group Discussion Template – TPACK Game in English ..................... 33
Key Resource 2: Information Brief – What are Technology, Pedagogy and Content
Knowledge? ............................................................................................................................. 34
UNIT 2: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE ...................... 35
Activity 4: Why Science? Why Mathematics? Why English? ................................................ 35
ACTIVITY 4 RESOURCES ................................................................................................ 35
Key Resource 1: Group Discussion Templates – Why SME? ................................................. 36
Resource 1a: Group Discussion Template – Why Science? ................................................ 36
Resource 1b: Group Discussion Template – Why Mathematics? ........................................ 36
Resource 1c: Group Discussion Template – Why English? ................................................ 36
Activity 5: Introducing Technology in Science, Mathematics and English Teaching ............ 37
ACTIVITY 5 RESOURCES ................................................................................................ 37
Key Resource 1: Group Discussion Templates - TPACK in Science ..................................... 38
Resource 1a: Technology support to Science Content ......................................................... 38
Resource 1b: Technology support to Science Pedagogy ..................................................... 38
Resource 1c: Technology support to Science Pedagogy & Content .................................... 38
Key Resource 2: Information Brief – Chemistry Lesson Plan ............................................. 39
TEACHER’S LESSON PLAN: CHEMISTRY ................................................................... 39
Activity 6: Exploring Website Resources for Science, Mathematics and English Teaching .. 40
ACTIVITY 6 RESOURCES ................................................................................................ 40
Key Resource 1 – Group Templates Identification PPP Resources ........................................ 41
Key Resource 1a – Group Template Identification PPP Resources - Chemistry................. 41
Key Resource 1b – Group Template Identification PPP Resources - Physics ..................... 42
Key Resource 1c – Group Template Identification PPP Resources - Biology .................... 43
Key Resource 1d – Group Template Identification PPP Resources - Mathematics ............ 44
Key Resource 1e – Group Template Identification PPP Resources - English ..................... 45
Key Resource 2 – Group Discussion Template – PowerPoint TPCK ..................................... 47
5
Activity 7: Using CD-ROMs in SME Teaching ...................................................................... 48
ACTIVITY 7 RESOURCES ................................................................................................ 48
Key Resource 1: Group Discussion Templates – The TPCK Lesson ...................................... 49
Resource 1a: Group Coding Template - Coding the Biology Lesson Plan .......................... 49
Resource 1b: Does Technology Change the Lesson? .......................................................... 51
Key Resource 2: Information Briefs – Applying ICT in SME ................................................ 52
Key Resource 2: Applying ICT in Science, Mathematics and English .............................. 52
Activity 8: Using Free and Open Software in SME Teaching................................................. 56
ACTIVITY 8 RESOURCES ................................................................................................ 56
Key Resource 1: Group Discussion Templates – Software Use in SME ............................... 57
Resource 1a: Exploring and Using Free and Open Software Tools ..................................... 57
Resource 2a: Lesson Plan Mathematics ............................................................................... 58
Resource 2b: Lesson Plan Mathematics – Teacher’s Notes ................................................. 60
Activity 9: Exploring the Internet ............................................................................................ 63
ACTIVITY 9 RESOURCES ................................................................................................ 63
Key Resource 1: Group Evaluation Template - Website Resource Review ............................ 64
Resource 1a: Review of ICT SME Web Site Resources ...................................................... 64
Choose one website for review ............................................................................................ 64
Free educator support materials ............................................................................................... 64
Software ................................................................................................................................... 64
Resource 1b: Evaluation of the Web Site for Useful Resources .......................................... 65
Key Resource 2: Information Briefs – Website Resources for SME....................................... 66
Resource 2a: Science, Mathematics and English Websites ................................................. 66
Resource 2b: Teachers Lesson Plan Physics ........................................................................ 68
TEACHER’S LESSON PLAN: PHYSICS .......................................................................... 68
Resource 2c: Teachers Lesson Notes Physics ...................................................................... 70
UNIT 3: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE ...................... 72
Activity 10: Integrating ICT into Lesson Planning and Assessment ....................................... 72
ACTIVITY 10 RESOURCES .............................................................................................. 72
Key Resource 1: Group Review and Planning Templates ....................................................... 73
Resource 1a: TPACK Review of English Lesson ................................................................ 73
Key Resource 2: Information Briefs ....................................................................................... 74
Resource 2a: Teacher’s Lesson Plan - English .................................................................... 74
Key Resource 2b: Student Dictionary Worksheet................................................................ 76
Activity 11: Your Turn - Lesson Planning Notes for ICT Integration in SME ....................... 77
6
ACTIVITY 11 RESOURCES .............................................................................................. 77
Key Resource 1: Lesson Planning Notes Templates ............................................................... 78
Key Resource 1a – Example of Lesson Planning Notes ...................................................... 78
Key Resource 1b: Lesson Planning Notes - Chemistry and ICT ......................................... 80
Key Resource 1c: Lesson Planning Notes - Physics and ICT .............................................. 81
Key Resource 1d: Lesson Planning Notes - Biology and ICT ............................................. 82
Key Resource 1e: Lesson Planning Notes - Mathematics and ICT ..................................... 83
Key Resource 1f: Lesson Planning Notes - English and ICT .............................................. 84
Activity 12: Your Turn - Lesson Plans for ICT Integration in SME ....................................... 85
ACTIVITY 12 RESOURCES .............................................................................................. 85
Key Resource 1: Lesson Plan Templates ................................................................................. 86
Key Resource 1a: Lesson Plan – Chemistry and ICT .......................................................... 86
Key Resource 1b: Lesson Plan - Physics and ICT ............................................................... 88
Key Resource 1c: Lesson Plan - Biology and ICT............................................................... 90
Key Resource 1d: Lesson Plan - Mathematics and ICT....................................................... 92
Key Resource 1e: Lesson Plan - English and ICT ............................................................... 94
Key Resource 1f: Lesson Plan – Blank Template ................................................................ 96
Activity 13: Your Turn - Lesson Plan Review, Simulation, Observation, Reflection &
Development of New Lesson Plans ......................................................................................... 97
ACTIVITY 13 RESOURCES .............................................................................................. 97
Key Resource 1: Lesson Plan Review Templates.................................................................... 98
Resource 1a: Review 2 Lesson Plans in 2 Subject Areas .................................................... 98
Resource 1b: Lesson Simulation Review with TPCK Observation Checklist ................... 100
Resource 1c: Teacher Reflection Template ....................................................................... 104
Resource 1d: TPACK Teacher Self-Assessment ............................................................... 105
Appendices ............................................................................................................................. 111
Appendix 1: E-Diary .......................................................................................................... 112
Appendix 2: E-Portfolio ..................................................................................................... 130
Appendix 3: Glossary of Terms ......................................................................................... 135
Appendix 4: Facilitation Considerations ............................................................................ 137
Appendix 5: Workshop Programme ................................................................................... 139
7
Unit 1: Information and Communication Technology (ICT) and the Science, Mathematics and English (SME) Curriculum
ICT Teacher Competency
ICT teacher Competency Domain Level Teachers research and
demonstrate the use of technology
resources for basic levels of
correspondence and
communication with students and
peers
Curriculum: Communication and
Collaboration
Applying ICT in SME
(Technology Literacy)
Activity 1 – What is Information and Communication Technology?
ACTIVITY 1 RESOURCES
8
Key Resource 1: Group Brainstorm Templates: What is Information? What is Communication? What is Technology?
Resource 1a: Group Brainstorm Template - What is Information?
Group 1 Concept Map: What is Information? Brainstorm all of the ideas /concepts that come to mind to answer the question assigned to
your group – What is information?
Write all of the ideas/ concepts on small pieces of paper - each piece of paper contains 1
idea.
Organize the ideas into groups on a large piece of paper/ a blackboard / or a word
document in your laptop.
The group also has the option to draw the concept maps in copybooks if pieces of paper /
chart paper is not available.
Connect all the ideas to the centre topic (information/ communication/ technology). Use
arrows or branches to show the inter-relationship between the ideas/ concepts.
Appoint one group member to present the group concept map
o The group can present the concept map on a chart OR a blackboard OR the
centre pages of a copybook OR on a laptop
o Groups presenting on their laptops can present using a word document OR
using concept mapping software
9
Resource 1b: Group Brainstorm Template - What is Communication?
Group 1 Concept Map: What is Communication? Brainstorm all of the ideas /concepts that come to mind to answer the question
assigned to your group – What is communication?
Write all of the ideas/ concepts on small pieces of paper - each piece of paper contains
1 idea.
Organize the ideas into groups on a large piece of paper/ a blackboard / or a word
document in your laptop.
The group also has the option to draw the concept maps in copybooks if pieces of
paper / chart paper is not available.
Connect all the ideas to the centre topic (information/ communication/ technology).
Use arrows or branches to show the inter-relationship between the ideas/ concepts.
Appoint one group member to present the group concept map
o The group can present the concept map on a chart OR a blackboard OR the
centre pages of a copybook OR on a laptop
o Groups presenting on their laptops can present using a word document OR
using concept mapping software
10
Resource 1c: Group Brainstorm Template - What is Technology?
Group 1 Concept Map: What is Technology? Brainstorm all of the ideas /concepts that come to mind to answer the question
assigned to your group – What is technology?
Write all of the ideas/ concepts on small pieces of paper - each piece of paper contains
1 idea.
Organize the ideas into groups on a large piece of paper/ a blackboard / or a word
document in your laptop.
The group also has the option to draw the concept maps in copybooks if pieces of
paper / chart paper is not available.
Connect all the ideas to the centre topic (information/ communication/ technology).
Use arrows or branches to show the inter-relationship between the ideas/ concepts.
Appoint one group member to present the group concept map
o The group can present the concept map on a chart OR a blackboard OR the
centre pages of a copybook OR on a laptop
o Groups presenting on their laptops can present using a word document OR
using concept mapping software
11
Key Resource 2: Group Definition Templates: What is Information? What is Communication? What is Technology?
Key Resource 2a: Group Definition Template - Information
Group 1 Notes: Definition of Information
If you were writing a definition of ‘Information’ to fit with your concept map, how
would you define ‘Information’?
Write a short definition of what the word ‘information’ means to the group (for
support with this task see Key Resource Sheet 3a – What is Information?)
Prepare a PowerPoint Slide in your laptop to present you definition. Explain in your
presentation how your definition fits with your concept map.
Key Resource 2b: Group Definition Template - Communication
Group 2 Notes: Definition of Communication
If you were writing a definition of ‘Communication’ to fit with your concept map,
how would you define ‘Communication’?
Write a short definition of what the word ‘communication’ means to the group (for
support with this task see Key Resource Sheet 3b – What is Communication?)
Prepare a PowerPoint Slide in your laptop to present you definition. Explain in your
presentation how your definition fits with your concept map.
Key Resource 2c: Group Definition Template - Technology
Group 3 Notes: Definition of Technology
If you were writing a definition of ‘Technology’ to fit with your concept map, how
would you define ‘Technology’?
Write a short definition of what the word ‘technology’ means to the group - (for
support with this task see Key Resource Sheet 3c – What is Technology?)
Prepare a PowerPoint Slide in your laptop to present you definition. Explain in your
presentation how your definition fits with your concept map.
12
Key Resource 3: Information Briefs: Information/ Communication/ Technology
Resource 3a – Information Brief – What is Information?
What is Information?
Information in its most restricted technical sense is a message (utterance or expression)
or a collection of messages, or it is the meaning that can be interpreted from such a
message or collection of messages. Information can be recorded or transmitted.
The concept of information is closely related to notions of communication, data,
instruction, knowledge, and meaning.
In the following sections we will look at the meanings of Information and Data, Information
Sources and Information Processes
What is the meaning of Information and Data?
DATA - Data is the raw facts or materials or figures at the collecting stage
before they are processed and can exist in variety of forms, as number
or text on pieces of paper, electronic memory or as facts stored in
person’s mind. \
- For example, 45, 56, 86, 94, 68, 12, etc., could represent students’ ages,
students’ weights, student’s scores obtained in an exam, etc. they could
mean or represent anything.
- Those numbers are considered as data since they have no context and
are just list of values
- Data is apparently meaningless until it is processed.
- The process could be having calculation performed on it, sorting,
interpretation, conversion or even grouping of data in a certain way.
- Performing such operations on the data is referred to as data processing
and its end result is called information.
INFORMATION - So information consists of data to which a meaning has been attached.
- Therefore, information is anything which has definite meaning to who
receives it by seeing or hearing or feeling through the skin.
- Unlike raw data, information has a context and its meaning depends
upon that context.
13
Data Processing
What are the sources of Information?
A source of information is anything which can be used to provide information about any
desired issues, subjects, topics or any matters. They can be categorized into folk media, print
media, electronic media and traditional media.
Folk Media
This involves meetings between different groups of people.
People are the very important sources of information, in most cases
are referring as the primary source of information.
They have wide knowledge of various subjects’ areas hence they
can use their experiences to share or pass information to the
community.
Examples are elder people, teachers, professionals, leaders, etc.
Print Media This is the source of information which can be found on piece of
paper or on any printed media.
The information is written by freelance writers, scholars,
journalists, researchers, etc. for general public or specialised
audiences.
This includes Books, Magazines, Newspaper, Newsletters,
Banners, Posters, Pamphlets, stickers, etc.
Electronic Media
This category includes radio, television, telephone, computer (with
internet), etc. on which information can be electronically presented
in the forms of either voice or text or image or on all voice, image
and text.
This media may contain many programs both local and
international which can be on educational, business, social,
cultural, entertainment and other issues.
Traditional Media
Traditional sources of information include all those means by
which indigenous societies are using in transferring a message of
facilitate communication.
In order to pass information to the society, different symbols,
signs, songs, dances, voices, etc. were designed or made to
represent a particular kind of information.
Students’
Scores
Find total,
averaging, and
ranking
Students’
Results
Data as Input Processing Information as
Output
14
Information
Dissemination This is the process of spreading or distributing information using
various ways from one individual to another or institutions or
organisations.
Information could be delivered in a multitude of manners and the
challenge is to determine which method is most appropriate to the
audience attempting to be reached. The effectiveness of the
methods depends upon the accuracy and speed of the spreading
information.
Sometimes the information itself could have an impact on the
selections of the methods depending on the urgency and necessity
to the audience.
Information Dissemination
The process of disseminating information can be grouped into three main parts.
Source of Information.
This is the originator of the message or information to be
disseminated. The source can be directly or indirectly meaning
that the information can be collected directly from the event or
indirectly from the communication media.
Medium
This includes the means of spreading the information such as
newspapers, signs, magazines, radio, television, telephone,
computer (with internet), etc.
Receiver
This is most likely to be the people or audience intended
to receive the desired information.
Source: Wikipedia, Information at: http://en.wikipedia.org/wiki/Information
Source Medium Receiver
15
Resource 3b – Information Brief – What is Communication?
What is Communication?
Communication is an activity that we engage in everyday to convey meaningful
information.
Communication requires a sender, a message and an intended recipient, although the
receiver need not be present or aware of the sender's intent to communicate at the time of
communication.
Thus communication can occur across vast distances in time and space. Communication
requires that the communicating parties share an area of communicative commonality.
The communication process is complete once the receiver has understood the message of
the sender.
How do we communicate?
Media Technology - Media Technology has made communicating increasingly
easier as time has passed throughout history.
- Today, children are encouraged to use media tools in
school and are expected to have a general understanding
of the various technologies available.
- The internet is arguably one of the most effective tools in
media for communication.
Communication Media - The means of interchanging or transmitting and receiving
information.
- Historically the media was a written format: books,
journals, newspapers and other publications;
- In the modern age the media include, in addition, radio,
television, computers, and information networks
Effective Communication
- To be effective, communication requires the creation of a
common understanding of ideas, desires and observations
among people. Communication is a two-way exchange
that involves both a presenter and an audience.
- Effective communication is key to maintaining good
personal relationships with your spouse, parents, children
and friends.
- Communication can include non-threatening sharing of
information, or it may involve emotionally heavy topics
that are likely to set off negative reactions in the person
16
listening.
- Before you begin speaking with a significant other on a
difficult subject, first check your feelings and the
message you want to communicate.
Types of Communication Types of communication media
- Wireless communication system
- Electronic communication system
- Mobile communication system
- Business communication system,
- Analog communication system, and
- Picture communication systemTo be effective,
communication requires the creation of a common
understanding of ideas, desires and observations
among people. Communication is a two-way
exchange that involves both a presenter and an
audience.
Examples of Multimedia Devices
Source:
Definition of Effective Communication Skills available at:
http://www.livestrong.com/article/67317-definition-effective-communication-
skills/#ixzz1cYveZXBZ
Camera
Microphone
Laptop
Headset
Mobile
phone
Speaker
Compact
Disc
Complete TV
set
17
Resource 3c – Information Brief – What is Technology?
What is Technology?
Technology is the know-how and creative processes designed by people to utilize
objects, resources and systems in order to address needs/wants and to enhance control
over the environment in an endeavor to improve human conditions.
Technology is also the application of science (the combination of the scientific method
and material) to meet an objective or solve a problem.
Thus, technology involves the purposeful application of knowledge, experiences, and
resources to create process and products that meet human needs.
What types of technology do we use?
We currently use six types of technology that are broadly recognized as:
the technology of teaching
instructional technology
assistive technology
medical technology
technology productivity tools
information technology (Blackhurst & Edyburn, 2000).
Technology
Teaching The technology of teaching refers to instructional approaches that
are very systematically designed and applied in very precise ways.
Such approaches typically include the use of well-defined
objectives, precise instructional procedures based upon the tasks
that students are required to learn, small units of instruction that are
carefully sequenced, a high degree of teacher activity, high levels of
student involvement, liberal use of reinforcement, and careful
monitoring of student performance.
Instructional
Technology Instructional technology is a systematic way of designing, carrying out,
and evaluating the total process of learning and teaching in terms of
specific objectives, based on research in human learning and
communication, and employing a combination of human and nonhuman
resources to bring about more effective instruction (Commission on
Instructional Technology, 1970).
Typical applications -
conventional media - videotapes, computer assisted instruction
complex systems - hypermedia programs where computers used to
control display of audio and visual images stored on videodisc
(Blackhurst & Morse, 1996), CD-ROM and digital video discs.
Assistive Technology o Assistive technology employs the use of various types of services
and devices designed to help people with disabilities function within
the environment.
o Assistive technologies include mechanical, electronic, and
microprocessor-based equipment, non-mechanical and non-
electronic aids, specialized instructional materials, services, and
strategies that people with disabilities can use either to:
18
(a) assist them in learning,
(b) make the environment more accessible,
(c) enable them to compete in the workplace,
(d) enhance their independence or (e) otherwise improve their
quality of life.
Medical Technology
o The field of medicine continues to amaze us with the advances
constantly being made in medical technology.
o In addition to seemingly miraculous surgical procedures that are
technology-based, many individuals are dependent upon medical
technology to stay alive or otherwise enable people to function
outside of hospitals and other medical settings.
o It is not uncommon to see people in their home and community
settings who use medical technology. For example, artificial limbs
and hip and knee implants can help people function in the
environment.
Technology
Production Tools
o As the name implies, technology productivity tools are computer
software, hardware, and related systems that enable us to work more
effectively and efficiently.
o For example,
computer software such as database programs can be used to
store and rapidly retrieve information; word processing
programs can be used to easily edit text material;
FAX machines can facilitate the transmission of written
documents over long distances; expert system computer
programs can aid in decision making, such as weather
forecasting;
and video conferencing facilities can reduce the need for
travel.
Information
Technology
o Information technologies provide access to knowledge and
resources on a wide range of topics.
o The Internet and its World Wide Web component, computer
hardware, networking, computer security applications, and
application software development are the most prominent examples
of information technology.
References
Blackhurst, A. E., & Edyburn, D. L. (2000). A brief history of special education technology. Special Education
Technology Practice. 2(1), 21-35.
Blackhurst, A. E. & Morse, T. E. (1996). Using anchored instruction to teach about assistive technology. Focus
on Autism and Other Developmental Disabilities, 11, 131-141.
Commission on Instructional Technology (1970). To improve learning: A report to the President and the
Congress of the United States. Washington, DC: U. S. Government Printing Office.
19
Activity 2 - What is the New Pedagogy for Science, Mathematics and English Teaching?
ACTIVITY 2 RESOURCES
20
Key Resource 1: Group Discussion Templates: New Pedagogies in SME
Key Resource 1a - Group Discussion Template – Constructivist Approach in Chemistry Teaching
Chemistry Group Notes:
Look at the information sheets
o Resource 2 a – Syllabus overview
o Resource 2 b – Constructivist Approach
o Resource 2 C – How We Learn
Discuss and record the groups thoughts on the following questions:
- What are the group thoughts on the constructivist view of teaching and learning?
- What are the pedagogical strategies for applying the approach in the Chemistry
Teaching?
- Prepare a PowerPoint presentation in your laptop to present your Chemistry
Pedagogical Strategies (1-2 slides).
For support with this task see Tanzania Chemistry Pedagogy Syllabus at:
http://moe.go.tz/pdf/Mihutasari/Diploma_2009/CHEMISTRY%20-%20Pedagogy.pdf
21
Key Resource 1b - Group Discussion Template – Constructivist Approach in Physics Teaching
Physics Group Notes:
Look at the information sheets –
o Resource 2a – Syllabus overview
o Resource 2 b – Constructivist Approach
o Resource 2 C – How We Learn
Discuss and record the groups thoughts on the following questions:
- What are the group thoughts on the constructivist view of teaching and learning?
- What are the pedagogical strategies for applying the approach in the Physics Teaching?
- Prepare a PowerPoint presentation in your laptop to present your Physics Pedagogical
Strategies (1-2 slides).
For support with this task see Tanzania Physics Syllabus at:
http://moe.go.tz/pdf/Mihutasari/Diploma_2009/Physics%20-%20Pedagogy.pdf
22
Key Resource 1c - Group Discussion Template – Constructivist Approach in Biology Teaching
Biology Group Notes:
- Look at the information sheets –
o Resource 2a – Syllabus overview
o Resource 2 b – Constructivist Approach
o Resource 2 C – How We Learn
Discuss and record the groups thoughts on the following questions:
- What are the group thoughts on the constructivist view of teaching and learning?
- What are the pedagogical strategies for applying the approach in the Biology
Teaching?
- Prepare a PowerPoint presentation in your laptop to present your Biology Pedagogical
Strategies (1-2 slides).
For support with this task see Tanzania Biology Pedagogy Syllabus at:
http://moe.go.tz/pdf/Mihutasari/Diploma_2009/BIOLOGY-Pedagogy.pdf
23
Key Resource 1d - Group Discussion Template – Constructivist Approach in Mathematics Teaching
Mathematics Group Notes:
- Look at the information sheets –
o Resource 2a – Syllabus overview
o Resource 2 b – Constructivist Approach
o Resource 2 C – How We Learn
Discuss and record the groups thoughts on the following questions:
- What are the group thoughts on the constructivist view of teaching and learning?
- What are the pedagogical strategies for applying the approach in the Mathematics
Teaching?
- Prepare a PowerPoint presentation in your laptop to present your Mathematics
Pedagogical Strategies (1-2 slides).
For support with this task see Tanzania Mathematics Pedagogy Syllabus at:
http://www.moe.go.tz/pdf/Mihutasari/Diploma_2009/MATHEMATICS%20-
%20Pedagogy.pdf
24
Key Resource 1e - Group Discussion Template – Constructivist Approach in English Teaching
English Group Notes:
- Look at the information sheets –
o Resource 2a – Syllabus overview
o Resource 2 b – Constructivist Approach
o Resource 2 C – How We Learn
Discuss and record the groups thoughts on the following questions:
- What are the group thoughts on the constructivist view of teaching and learning?
- What are the pedagogical strategies for applying the approach in the English Teaching?
- Prepare a PowerPoint presentation in your laptop to present your English Pedagogical
Strategies (1-2 slides).
For support with this task see Tanzania English Pedagogy Syllabus at:
http://moe.go.tz/pdf/Mihutasari/Diploma_2009/English%20-%20Pedagogy.pdf
25
Key Resource 2: Information Briefs – New Pedagogies in Science, Mathematics and English
Resource 2a: Syllabus Overview - Science, Mathematics sand English
Science Mathematics and English Syllabuses in Tanzania
The new Science, Mathematics and English (SME) syllabuses for ordinary level secondary
education (Form I to Form IV) are revised versions of the 1997 syllabuses. The revised
syllabuses have observed a paradigm shift from content to competence based curricula and
give room for the learner to build skills and competences in SME. They encourage the
constructivist approaches whereby the learner participates actively in the construction and
acquisition of knowledge. Consistent with the country’s training policy, the syllabuses have
taken into account societal needs.
Aims an Objectives of Education in Tanzania
The general aims and objectives of education in Tanzania are:
a) To guide and promote the development and improvement of the personalities of the
citizens of Tanzania, their human resources and effective utilization of those resources
in bringing about individual and national development;
b) To promote the acquisition and appreciation of the culture, customs and traditions of
the people of Tanzania;
c) To promote the acquisition and appropriate use of literacy, social, scientific,
vocational, technological, professional and other forms of knowledge and attitudes for
the development and improvement of the condition of man and society;
d) To develop and promote self-confidence and an inquiring mind, and understand and
respect for human dignity and human rights and readiness to work hard for personal
self-advancement and national development;
e) To promote and expand the scope of acquisition, improvement and upgrading of
mental, practical, productive and other skills needed to meet the changing needs of
industry and the economy;
f) To enable every citizen to understand and uphold the fundamental of the National
Constitution as well as the enshrined human and civic rights, obligations and
responsibilities;
g) To provide love for work, self and wage employment and improve performance in the
production and service sectors.
26
Resource 2b: Constructivist Approach
Constructivist Approach Timeline
Learning Discovery Reception Assisted (Scaffolding)
Background Jerome Brunner (1966) David Ausubel (1968) Lev Semyonovich Vygotsky
Definition Teaching methods in which students are encouraged to discover principles for themselves.
Teaching method in which the teacher structures the learning situation to select materials that are appropriate for students and then presents them in well-organized lessons that progress from generic to specific details.
Teacher guides instruction, so that students will master and internalize the skills that permit higher cognitive functioning.
Principles Top-down: start with complex problem and work out or discover basic skills to solve
Cooperative learning
Experimentation Open-ended
problems Learn on own
through active involvement with concepts and principles
Teacher structures learning situation
Expository teaching Students actively
involved in learning process
Use of prior knowledge for new learning
Knowledge continually changes once “inside” the learner’s minds
Individuals construct knowledge by working to solve realistic problems, usually in collaboration with others.
Learning as a change in meaning constructed from experience.
Individual interpretation of experience vs. objective representation (information processing perspective)
Applications for Instruction
Encourage independence in early school career
Encourage students to solve problems on own or in groups
Learning should be flexible and exploratory
Arouse children’s curiosity
Minimize risk of failure
Relevant learning
Return to important concepts
Incoming information must be integrated into what students already know
Teachers should use a deductive teaching approach
Organize instruction beforehand: general concepts first then move to inclusive details
Plan brief class discussions before new material is presented so students can share important background information
Pose "good" problems - realistically complex and personally meaningful.
Create group learning activities.
Model and guide the knowledge construction process.
Source: Instructional Development Timeline at: http://my-ecoach.com/project.php?id=12152&project_step=30624
27
Resource 2c: How We Learn
28
Activity 3 - What is Technology, Pedagogy and Content Knowledge?
ACTIVITY 3 RESOURCES
29
Key Resource 1: Group Discussion Templates – The TPACK Game
Key Resource 1a - Group Discussion Template – TPACK Game in Chemistry
Chemistry Group Notes:
In the basic skills course you have been introduced to a number of ICT applications. The
group should explore how you can apply these application to support content and pedagogy
in a Chemistry classroom activity
TPACK Game
1. Pick one item from all 3 TPCK envelopes (Technology, Content and Pedagogy
Envelopes)
Technology Envelope Content Envelope Pedagogy Envelope
WordProcessors - tables,
graphs, headings, indexing,
forms
Water treatment and
purification
Arouse students curiosity
Electronic spreadsheets,
databases, worksheets
Metals and their compounds
Organize general concepts first
then move to inclusive details
Internet open source software Chemicals and apparatus Create group learning activities.
2. Think of a sound classroom activity that uses that technology, content, and pedagogy
Classroom activity using content, pedagogy and technology knowledge
3. How does the technology support the content and the pedagogy?
Describe how the technology will support the content:
Describe how the technology will support the pedagogy:
For support with this task see Key Resource 2: Information Brief – What is Technology,
Pedagogy and Content Knowledge?
30
Key Resource 1b - Group Discussion Template – TPACK Game in Physics
Chemistry Group Notes:
In the basic skills course you have been introduced to a number of ICT applications. The
group should explore how you can apply these applications to support content and
pedagogy in a Physics classroom activity
TPACK Game
1. Pick one item from all 3 TPCK envelopes (Technology, Content and Pedagogy
Envelopes)
Technology Envelope Content Envelope Pedagogy Envelope
WordProcessors - tables,
graphs, headings, indexing,
forms
Measurement (basic
fundamental quantities, derived
quantities, basic apparatus,
equipment and their uses,
density and relative density)
Arouse students curiosity
Electronic spreadsheets,
databases, worksheets
Light (sources of light,
propagation and transmission of
light, reflection of light)
Organize general concepts first
then move to inclusive details
Internet open source software Work, Energy and Power Create group learning activities.
2. Think of a sound classroom activity that uses that technology, content, and pedagogy
Classroom activity using content, pedagogy and technology knowledge
3. How does the technology support the content and the pedagogy?
Describe how the technology will support the content:
Describe how the technology will support the pedagogy:
For support with this task see Key Resource 2: Information Brief – What is Technology,
Pedagogy and Content Knowledge?
31
Key Resource 1c - Group Discussion Template – TPACK Game in Biology
Biology Group Notes:
In the basic skills course you have been introduced to a number of ICT applications. The
group should explore how you can apply these application to support content and pedagogy
in a Biology classroom activity
TPACK Game
1. Pick one item from all 3 TPCK envelopes (Technology, Content and Pedagogy
Envelopes)
Technology Envelope Content Envelope Pedagogy Envelope
WordProcessors - tables,
graphs, headings, indexing,
forms
Classification of living things Arouse students curiosity
Electronic spreadsheets,
databases, worksheets
Respiration - aerobic respiration,
(anaerobic respiration, infection and diseases of the respiratory system etc.)
Organize general concepts first
then move to inclusive details
Internet open source software Transport of materials in living things,
(diffusion, osmosis and mass-flow, transport of materials in mammal etc.)
Create group learning activities.
2. Think of a sound classroom activity that uses that technology, content, and pedagogy
Classroom activity using content, pedagogy and technology knowledge
3. How does the technology support the content and the pedagogy?
Describe how the technology will support the content:
Describe how the technology will support the pedagogy:
For support with this task see Key Resource 2: Information Brief – What are
Technology, Pedagogy and Content Knowledge?
32
Key Resource 1c - Group Discussion Template – TPACK Game in Mathematics
Mathematics Group Notes:
In the basic skills course you have been introduced to a number of ICT applications. The
group should explore how you can apply these application to support content and pedagogy
in a Mathematics classroom activity
TPACK Game
1. Pick one item from all 3 TPCK envelopes (Technology, Content and Pedagogy
Envelopes)
Technology Envelope Content Envelope Pedagogy Envelope
WordProcessors - tables,
graphs, headings, indexing,
forms
Perimeters of triangles and
quadrilaterals
Arouse students curiosity
Electronic spreadsheets,
databases, worksheets
Factors and multiples of
numbers
Organize general concepts first
then move to inclusive details
Internet open source software Ratio, profit and loss, simple
interest
Create group learning activities.
2. Think of a sound classroom activity that uses that technology, content, and pedagogy
Classroom activity using content, pedagogy and technology knowledge
3. How does the technology support the content and the pedagogy?
Describe how the technology will support the content:
Describe how the technology will support the pedagogy:
For support with this task see Key Resource 2: Information Brief – What are
Technology, Pedagogy and Content Knowledge?
33
Key Resource 1c - Group Discussion Template – TPACK Game in English
Mathematics Group Notes:
In the basic skills course you have been introduced to a number of ICT applications. The
group should explore how you can apply these application to support content and pedagogy
in an English classroom activity
TPACK Game
4. Pick one item from all 3 TPCK envelopes (Technology, Content and Pedagogy
Envelopes)
Technology Envelope Content Envelope Pedagogy Envelope
WordProcessors - tables,
graphs, headings, indexing,
forms
Interpreting simple stories,
interpreting poems
Arouse students curiosity
Electronic spreadsheets,
databases, worksheets
Expressing Personal and Group
Routine/ Habits
Organize general concepts first
then move to inclusive details
Internet open source software Writing personal letters Create group learning activities.
5. Think of a sound classroom activity that uses that technology, content, and pedagogy
Classroom activity using content, pedagogy and technology knowledge
6. How does the technology support the content and the pedagogy?
Describe how the technology will support the content:
Describe how the technology will support the pedagogy:
For support with this task see Key Resource 2: Information Brief – What are
Technology, Pedagogy and Content Knowledge?
34
Key Resource 2: Information Brief – What are Technology, Pedagogy and Content Knowledge?
TECHNOLOGY PEDAGOGY AND CONTENT KNOWLEDGE (TPCK)
Technology Pedagogical Content Knowledge (TPACK) is a framework that has been developed to assist teachers in integrating technology use to support content and pedagogy in their lesson planning.
See below how TPACK can be broken down and defined in elements of TK, CK, PK, PCK, TCK, TPK and TPACK:
1. Technology Knowledge (TK): Technology knowledge refers to the knowledge about various technologies, ranging from low-tech technologies such as pencil and paper to digital technologies such as the Internet, digital video, interactive whiteboards, and software programs.
2. Content Knowledge (CK): Content knowledge is the knowledge about actual subject matter that is to be learned or taught.
3. Pedagogical Knowledge (PK): Pedagogical knowledge refers to the methods and processes of teaching and includes knowledge in classroom management, assessment, lesson plan development, and student learning.
4. Pedagogical Content Knowledge (PCK): Pedagogical content knowledge blends both content and pedagogy with the goal being to develop better teaching practices in the content areas.
5. Technological Content Knowledge (TCK): Technological content knowledge suggests that teachers understand that, by using a specific technology, they can change the way learners practice and understand concepts in a specific content area.
6. Technological Pedagogical Knowledge (TPK): Technological pedagogical knowledge refers to the knowledge of how various technologies can be used in teaching, and to understanding that using technology may change the way teachers teach.
7. Technological Pedagogical Content Knowledge (TPACK): Technological pedagogical content knowledge refers to the knowledge required by teachers for integrating technology into their teaching in any content area.
35
UNIT 2: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE
ICT Teacher Competencies
ICT Teacher Competencies Domain Level Teachers match specific Science Mathematics and English
curriculum standards to particular software applications and
content and describe how these standards are supported by
these applications and improvement of professional practices.
Curriculum:
Curriculum Planning
Applying ICT in SME
(technology literacy)
Teachers describe how didactic teaching with ICT can be
used to support students’ acquisition of school subject matter
and incorporate appropriate ICT activities into lesson plans so
as to support students’ acquisition of school subject matter
knowledge.
Pedagogy: Planning Applying (technology
literacy)
Teachers describe the internet and the World Wide Web,
elaborate on their uses, and describe how a browser works
and use of URL to access a website and how to use a search
engine to do a keyword Boolean search.
ICT: Internet Applying (technology
literacy)
Activity 4: Why Science? Why Mathematics? Why English?
ACTIVITY 4 RESOURCES
36
Key Resource 1: Group Discussion Templates – Why SME?
Resource 1a: Group Discussion Template – Why Science?
Group 1 Notes: Why Science?
o Review the Objectives of Education, Secondary Education and Science in the syllabus
o Discuss and record the group’s thoughts on the question: why is Science an essential
subject in Tanzania Secondary schools?
o Prepare a PowerPoint presentation in your laptop to present a summary of the main points
from your group discussion (1-3 slides).
Resource 1b: Group Discussion Template – Why Mathematics?
Group 2 Notes: Why Mathematics?
o Review the Objectives of Education, Secondary Education and Mathematics in the
syllabus
o Discuss and record the group’s thoughts on the question: why is Mathematics an essential
subject in Tanzania Secondary schools?
o Prepare a PowerPoint presentation in your laptop to present a summary of the main points
from your group discussion (1-3 slides).
Resource 1c: Group Discussion Template – Why English?
Group 3 Notes: Why English?
o Review the Objectives of Education, Secondary Education and English in the syllabus
o Discuss and record the group’s thoughts on the question: why is English an essential
subject in Tanzania Secondary schools?
o Prepare a PowerPoint presentation in your laptop to present a summary of the main points
from your group discussion (1-3 slides).
37
Activity 5: Introducing Technology in Science, Mathematics and English Teaching
ACTIVITY 5 RESOURCES
38
Key Resource 1: Group Discussion Templates - TPACK in Science
Resource 1a: Technology support to Science Content
Group 1 – Technology & Content:
Briefly review Gertrude’s Chemistry lesson (Key Resource 2)
What key concepts was she introducing in her content?
What technology did she use to support her content?
How did the technology support content & concepts understanding?
Could she have used the technology to support her lesson content / concepts in a
better way? How?
Resource 1b: Technology support to Science Pedagogy
Group 2 – Technology & Pedagogy:
Briefly review Gertrude’s Chemistry lesson plan (Key Resource 2)
What pedagogical approach did she use?
What technology did she use to support her pedagogical approach?
How did the technology support her pedagogical approach?
Could she have used the technology to support her pedagogical approach in a better
way? How?
Resource 1c: Technology support to Science Pedagogy & Content
Group 3: Technology, pedagogy and content:
Briefly review Gertrude’s Chemistry lesson (Key Resource 2)
What key concepts was she introducing in her content?
What pedagogical approach did she use to support her teaching of the content?
What technology did she use to support her content and pedagogy?
Could she have used the technology to support her lesson content and pedagogical
approach in a better way? How?
39
Key Resource 2: Information Brief – Chemistry Lesson Plan
TEACHER’S LESSON PLAN: CHEMISTRY
Date Subject Class Period Time Number of students
02/02/2011 Chemistry Form
III
4th
&
5th
10.30 -
11.50
Registered Present
63 60
Main Goal: Students should understand the concept of electrolysis
Specific Goal: At the end of the lesson students should be able to describe the process taking
place during electrolysis
Main topic: Ionic theory and electrolysis
Subtopic: Electrolysis of copper (ii) sulphate solution using carbon electrodes
Materials: -Beaker, Carbon electrodes, Copper (ii) Sulphate, solution, Switch, Battery and
wire
The power point show will cover the concept of formation of ions in copper (ii) sulphate
solution, formation of copper deposits on cathode and evolution of hydrogen gas from the
anode.
Lesson Development Activities Teaching activities Students activities Time
Introduction Arrange students in group of three or
four.
Provide them with relevant materials
Observe the demonstration and carry
out experiment at the end of
demonstration.
10min
Main body Introduce the concept of Electrolysis by
using animation of the movement of
ions between electrodes
Ask students to arrange the apparatus in
a manner similar to the experiment
demonstrated through animation
Guide students to follow the procedure
of the experiment as demonstrated
through animation and observe the
outcomes
Ask students to explain at each stage of
the experiment how it relates with the
animation that is just presented and
explain why and how
Student will observe the animation
In a group of four they will have to
arrange the apparatus as shown in the
diagram
Connect the cells with the electrodes
Immerse the electrodes in the solution
Connect the switch.
Observe what happens at the
electrodes and compare with the
demonstration in the animation
Explain it in relation to what they see
in the slides presentation
40min
Application Ask students to discuss their results
with the help of equations and explain
the reaction at electrodes and the
conclusion they can draw from their
observation in the animation and the
experiment they have carried out
In groups, discuss the results by using
equation.
Reflect on the animations presented
by the teacher and explain the
relationship between their experiments
and teachers presentation.
Draw a conclusion about Electrolysis
20min
Closing Make a short summary and discussion
over their conclusion
Ask questions and discuss with a
teacher about electrolysis 10min
Teachers’ Reflection ………………………………………………
………………………………………………………………………………………………………………………
Lesson Plan Provided by Project Team
40
Activity 6: Exploring Website Resources for Science, Mathematics and English Teaching
ACTIVITY 6 RESOURCES
41
Key Resource 1 – Group Templates Identification PPP Resources
Key Resource 1a – Group Template Identification PPP Resources - Chemistry
Name of web site: World of Teaching
(http://www.worldofteaching.com/photosynthesispowerpoints.html)
Chemistry Topics Form 1 Sub-topics Are there presentation
resources for the topics?
Yes/No
Practicals Chemicals and apparatus
Introduction of Chemistry The Concept of Chemistry
The Importance of Chemistry in
Life
Heat and sources of flames Heat sources
Types of flames
Matter Concept of matter
States of matter
Physical and chemical changes
Elements and symbols
Compounds and mixtures
Separation of mixtures
Air, Combustion, rusting
and Fire Fighting
Composition of air
Fire Fighting
Rusting
Note: Highlighted topics identified as ‘hard to teach’ in needs assessment
42
Key Resource 1b – Group Template Identification PPP Resources - Physics
Name of web site: World of Teaching
(http://www.worldofteaching.com/photosynthesispowerpoints.html)
Physics Topics Form 1 Sub-topics Are there presentation
resources for the topics?
Yes/No
Practical Computerized modern kits
Introduction to Physics Concepts of Physics
Application of Physics in Real
Life
Measurement Concepts of measurement
Basic fundamental quantities
Derived quantities
Basic equipment and their uses
Density and relative density
Force Concept of force
Types of forces
Effects of forces
Archimedes Principle and
Law of Flotation
Archimedes Principle
Law of Flotation
Structure and Property of
matter
Structure of matter
Elasticity
Adhesion and Cohesion
Surface tension
Capillarity
Osmosis
Pressure Concept of pressure
Pressure due to solids
Pressure in Liquids
Atmospheric Pressure
Work, Energy & Power Energy
Work
Energy
Power
Light Sources of light
Propagation and transmission of
light
Reflection of Light
Note: Highlighted topics identified as ‘hard to teach’ in needs assessment
43
Key Resource 1c – Group Template Identification PPP Resources - Biology
Name of web site: World of Teaching
(http://www.worldofteaching.com/photosynthesispowerpoints.html)
Biology Topics – Form 1 Sub-topics Are there presentation
resources for the topics?
Yes/No
Classification of living
things
Concept of Classification
Classification systems
Viruses
Kingdom Monera
Division - Filicinophy
Nutrition Concepts of nutrition and food
nutrients
Nutrition in mammals
Human nutrition
Digestive system in Humans
Nutrition in plants
Mineral requirement in plants
Photosynthesis
Properties in Food Substances
Food Processing, preservation
& storage
Safety in our environment First Aid
Safety at home and at school
Waste disposal
The concept of health and
immunity
Personal hygiene and good
manners
HIV and AIDs
STIs and STDs
Management of STIs and
HIV/AIDS
Care & support of people living
with HIV/AIDs
Cell structure and
organization
The Concept of Cell
Cell differentiation
Note: Highlighted topics identified as ‘hard to teach’ in needs assessment
44
Key Resource 1d – Group Template Identification PPP Resources - Mathematics
Name of web site: World of Teaching
(http://www.worldofteaching.com/photosynthesispowerpoints.html)
Mathematics Topics – Form 1 Sub-topics Are there presentation resources
for the topics? Yes/No
Numbers Base ten numeration
Natural and Whole number
Operations and whole numbers
Factors and multiples of numbers
Integers
Rational numbers
Irrational numbers
Real numbers
Fractions Proper, Improper and Mixed Numbers
Comparison of Fractions
Operations and Fractions
Decimals and percentages Decimals
Operations and Decimals
Percentages
Measurement Units Units of length
Units of mass
Units of time
Units of capacity
Number Approximations Rounding off numbers
Significant figures
Approximation in calculations
Angles
Constructions
Polygons and Regions
Circles
Algebra Algebraic operations
Equations in one unknown
Equations in two unknowns
Inequalities
Ration, profit and loss Ratio
Profits and loss
Simple Interest
Coordination geometry Coordination of a point
Gradient of a line
Equation of a line
Graphics of linear equations
Simultaneous equations
Perimeters and areas Perimeters of triangles and
quadrilaterals
Circumference of a circle
Areas of rectangles and triangles
Areas of trapezium and parallelogram
Area of a circle
Note: Highlighted topics identified as ‘hard to teach’ in needs assessment
45
Key Resource 1e – Group Template Identification PPP Resources - English
Name of web site: World of Teaching
(http://www.worldofteaching.com/photosynthesispowerpoints.html)
English Topics – Form 1 Sub-topics Are there presentation
resources for the optics?
Yes/No
Listening to and
Understanding Simple Texts
About a Variety of Events and
Situations
Listening & understanding
simple oral texts & events
Listening to and understanding
simple texts on situations
Listening to dictions
Giving directions Stating directions
Using a dictionary skills of using dictionary
Expressing personal and
group routine habits
Expressing Personal and Group
Routine/ Habits (p5),
expressing personal routine/
habits, group routine/ habits
Expressing On-going Activities
(p6) talking about on-going
activities
Expressing Likes and Dislikes
(p6) expressing likes / dislikes,
expressing preferences
Expressing Opinions and
Feelings (p10), expressing
personal opinions,
Talking about one’s family Expressing family relations
Talking about occupations of
family members
Talking about ownership or
possession
Describing physical appearance
Describing character
Expressing opinions &
feelings
Expressing personal opinions
Expressing state of health
Expressing feelings
Talking about past events/
activities
Expressing past activities
Expressing past events
Expressing Future Plans/
Activities
Talking about future plans and
activities
Vocabularies
Words in context, structure,
using articles, phrases, tenses
Reading a Variety of Texts
(
Intensive reading
Interpreting Literary Works Interpreting simple stories,
46
English Topics – Form 1 Sub-topics Are there presentation
resources for the optics?
Yes/No
Iinterpreting poems
Analyzing Information from
the Media
Analyzing information from the
media
Analyzing non-factual
information from the media
Writing Personal Letters
(p14),
Writing friendly letters,
Taking notes,
Writing notes from oral texts
Writing notes from written texts
Writing a variety of texts Filling in forms
Writing things in a diary
Note: Highlighted topics identified as ‘hard to teach’ in needs assessment
47
Key Resource 2 – Group Discussion Template – PowerPoint TPCK
PowerPoint TPCK Group Discussion Template
Pick a PowerPoint presentation from the World of Teaching Website that could be
adapted for use to support content and pedagogy in a Form 1 Science (Chemistry,
Physics or Biology), Mathematics or English topic.
Describe one classroom activity that can use that technology to support the topic
content and pedagogy
Group Discussion Template – TPCK Game
Subject:
Selected Subject Topic:
PowerPoint Presentation Topic:
Classroom activity – describe one good classroom activity for using the PowerPoint
Presentation to support content and pedagogy in the selected topic of the group subject area:
48
Activity 7: Using CD-ROMs in SME Teaching
ACTIVITY 7 RESOURCES
49
Key Resource 1: Group Discussion Templates – The TPCK Lesson
Resource 1a: Group Coding Template - Coding the Biology Lesson Plan
Group Task: Use pencil/ pen to code the teacher’s lesson using the coding scheme below:
CK = Content knowledge; PK = Pedagogy Knowledge; TK = Technology Knowledge; TPCK
= Technology, Pedagogy, Content Knowledge
TEACHER’S LESSON PLAN: BIOLOGY
Date Subject Class Period Time Number of students
23/04/2009 Biology Form
IV
7th
& 8th
12.40-01.10 Registered 23/04/2009
63 4
Student Competence: At the end of the lesson students should be able to explain the
interaction between mRNA, rRNA and tRNA during DNA coding
Main topic: Genetics
Subtopic: DNA coding
Materials: Classroom Laptop, CD, book and PowerPoint projector
Teaching Approach: Task Based Learning
Lesson Development Activities Time Teaching activities Students activities Assessment
Introduction 10min Introduce a lesson by asking
questions about chromosomes,
DNA and RNA
Respond to questions at random.
Is the student
able to respond
to the
questions
about
chromosomes,
DNA & RNA?
New
Knowledge 35min Introduce a CD about
genetics, specifically DNA
coding
Ask students to explain the
process
A teacher will move around
the groups to support their
process to draw the
Students will watch the
process from the ppt provided
by the teacher
Students in groups will make a
sketch map of the process by
using the classroom laptop (1
group) and pen and paper (all
other groups).
Is the student
able to explain
the process of
DNA coding?
P – Pedagogy
C - Content
T – Technology
50
Activities Time Teaching activities Students activities Assessment
conceptual map of the
interaction between rRNA,
mRNA and tRNA
Students will have to show the
movement of each RNA
during the DNA coding
process
Reinforcement 20min The teacher will guide students
to present their sketches using
PPT/word or paper presentation
format
Students will present their sketches
to their colleagues by using PPT
/Word or paper presentation
format.
Reflection 10min The teacher asks the students
about the areas of difficulties
experienced in the lesson and
responds to the points raised.
Students identify areas of
difficulties in the lesson.
Is the student
able to identify
the areas of
difficulties in
the lesson?
Consolidation 10min Summarize and conclude the
lesson
Students will take note
Students' evaluation …........................................................................................
Teachers’ evaluation ………………………………………………
…………………………………………………………………………………………………
Teachers’ Reflection ………………………………………………
…………………………………………………………………………………………………
Lesson Plan provided by Project Team
51
Resource 1b: Does Technology Change the Lesson?
Group Discussion Template
Examine Ayoub’s Biology Lesson Plan (Resource 1a)
Briefly review the information briefs on Applying ICT in SME (Resource 2)
Discuss and record the group’s reflections on the questions below on how the use of
technology may have changed the content and pedagogy of Ayoub’s lesson.
In Ayoub’s Biology lesson
Does his use of technology change the content that he is delivering? How?
Does his use of technology change his pedagogical approach? How?
52
Key Resource 2: Information Briefs – Applying ICT in SME
Key Resource 2: Applying ICT in Science, Mathematics and English
ICT IN NATURAL SCIENCES
A few of t h e many ways that ICT can be used e f f ec t i ve l y in the t e ac h i n g of
natural science subjects are illustrated in the following examples.1
Spreadsheets
Students can use spreadsheets to tabulate and calculate results of experiments.
The use of spreadsheets is the clearest and quickest way to demonstrate how
manipulat ing a particular variable produces certain effects. Students can also
request various types of charts to be plotted from values entered into a
spreadsheet. Teachers can prepare templates that have values already entered to
illustrate effects of manipulating variables, which is most appropriate for work on
simulation and modeling. At a more advanced level, spreadsheets can be designed
by students themselves in order to help solve rea l i s t ic and co n t ex t u a l problems.
Databases
Students can create and use databases for storing variables such as the characteristics
of chemical elements in the periodic table, characteristics of plants, insects, and
mammals; and then interrogate these databases to find relationships and
commonalties. As a first step, teachers can prepare databases into which students can
add data. At a more advanced level, databases can b e d e s i g n e d by s t u d en t s
themselves in order to help to solve realistic and contextual problems.
Composing Documents and Presentations
Students can use a word processor or presentation software to report on the
results of experiments or research they conduct. Students will appreciate adding
ready-to-use graphics, or graphics that they create themselves. They can also use data
and graphs created from measurement software.
Information and Communication
Students can use ICT tools to communicate with other students on a local network,
or with students in other schools, both locally and overseas. For research and for
specific assignments, information available on the I n t e r n e t can be used. Online
data can be retrieved and shared with others about topics such as the
weather, the state of the environment, space programmes, and so on.
Furthermore, use can be made of readily available easy-to-use applets to simulate
all kinds of natural processes and phenomena.
1 Source of Information Brief in this section: UNESCO (2002) ICT in Education: A Curriculum for Schools and
Programmes for Teacher Development, Paris, UNESCO
53
Measurement
Using mechanical, temperature and other probes to monitor experiments, and
feeding the readings directly into a spreadsheet or graphical program, helps to
obtain reliable results more easily and makes classroom work more realistic.
Several software tools exist that take readings, present these graphically, and aid
interpretation.
Modeling and Simulation
Simulations can be conducted in classrooms without any danger to students. When students
have performed or have witnessed a demonstration, repeating the experience through
modeling will give them further insight into the role of variables and parameters in a Process.
Robots and Feedback Systems
Students can build robots and use robotics to perform experiments, particularly in physics and
technical areas. They may arrange for input from sensors, processing, output and feedback.
54
ICT IN MATHEMATICS
There are numerous ways for applying ICT in mathematics subjects to
motivate students and to demonstrate the utility of mathematics in real life.
Students can build and use robots to perform experiments.
Spreadsheets
From doing repetitive calculations to showing patterns in certain number
manipulations, spreadsheets can play an important role in mathematics at most
levels. With spread- sheets, students can manipulate variables or parameters
to see certain effects clearly and quickly. Students can also request various
types of charts to be plotted from values entered into a spreadsheet. Teachers
can prepare templates which have values already entered in order to illustrate
effects from manipulating variables, which is appropriate for work on
simulation and modeling. At a more advanced level, spread- sheets can be
designed by students themselves in order to help to solve realistic and contextual
problems.
Information and Communication
Students can use applets that are readily available on the Internet for
performing mathematical activities and solving certain mathematical problems.
Modeling and Simulation
Students can use simple modeling packages, such as Mathematical, to gain
insight into mathematical functions. Graphic calculators can also be used for
this purpose. Such ICT tools are likely to change – some say completely – the
curriculum of mathematics itself. Their use gives students access to easily
applied tools for performing tasks that they would previously have had to learn
before such tools became available. What all this implies is a shift from the
mechanical task of drawing graphs for functions to the higher order learning
skill of interpreting graphs drawn with ICT tools, and in the process changing
the way that mathematics is taught. Modeling and simulation can also be used
with special software for geometry and stereometry to give students a greater
understanding of figures in two- and three-dimensional space.
Statistics
Suitable statistical software tools eliminate hours of calculation in statistical
analyses, thus allowing students to focus more on interpreting results.
Again, these kinds of ICT tools are changing the way mathematics is taught.
55
ICT IN LANGUAGES
There are many examples of h o w ICT can be introduced in language teaching.
Here are a few.
Word Processing
The most common application of ICT in languages is word processing to create,
for example, letters and other documents. Teachers can create cloze reading texts
(texts with missing words or words missing punctuation, plural or tense endings)
for students to complete. Arranging a story in chronological order, or completing a
story or an outline, are other valuable applications. Using spelling and grammar
checkers in a proper way can give students a feeling of self-confidence when producing
written texts.
Composing Documents and Presentations
Students find composing documents and making presentations motivating
for produce reports on topics in their mother tongue or a foreign language
using ICT tools. To illustrate what they produce gives students an impetus to
write. Students appreciate adding ready-to-use graphics or graphics that they
create themselves.
Information and Communication
Nothing seems to be more motivating for students than to communicate with a
native speaker of a foreign language in a distant country searching for
information and communicating with foreign speakers. More equality can be
reached by communicating in the foreign language with other non-native
speakers in other countries. Setting up email links such as in the Australian
project Computer Pen Pals or in the French initiative Mini Web, Multilingual and
Maxi learning (MMM) project is very effective. In the future, video
conferencing will be a quite normal way to communicate online.
The information that is available on the Internet about a foreign country
and in a foreign language can be used in many different ways: to give
assignments and tasks to students (e.g. In combination with the production of
presentations), to provide context and cultural background information, and
to make classroom learning more real. Finally, there is a considerable amount of
information on the Internet or contained on specific CD-ROMs about writers
and books: databases, excerpts, reviews, opinions, and so on. This ready access
will change the nature of language teaching because this information is so easy to
access.
Speech Recognition and Synthesis
Given the right software, students can compare their own pronunciations with
those of a synthesized model, both orally and visually.
56
Activity 8: Using Free and Open Software in SME Teaching
ACTIVITY 8 RESOURCES
57
Key Resource 1: Group Discussion Templates – Software Use in SME
Resource 1a: Exploring and Using Free and Open Software Tools
Group Notes:
Step 1
Visit the UNESCO e-resources website and access Collection of E-Learning Tools –
Recommended for Advanced Learners with software tools for Geography &
Astronomy, Language Learning, Mathematics, Science, Programming and
Memorizing (http://www.unescobkk.org/education/ict/online-resources/e-
library/elibrary-themes/teaching-and-learning/collection-of-e-learning-tools-
recommended-for-advanced-learners/) or access on CD-ROM
Scroll down the Collection of e-Learning Tools find the software applications
available under your subject area.
Download one software programme you are interested in onto your laptop.
Step 2
In pairs explore the downloaded software to see what it can do for your Science,
Mathematics or English learners.
Write a list of instructions for your learners on how to use the software that you have
identified for your subject area.
Learner instructions for using Science or Mathematics or English e-tool:
58
Resource 2a: Lesson Plan Mathematics
TEACHER’S LESSON PLAN: MATHEMATICS
Date Subject Class Period Time Number of students
23/04/2011 Mathematics Form
I
7th
&
8th
12.40-
01.10
Registered Present
Student Competence: At the end of the lesson students should be able to plot points on an axis and
on a graph.
Main topic: Coordinate Geometry
Subtopic: Graphs
Materials: Classroom Laptop and PowerPoint projector, ‘Graph’ open software, guiding manuals and
PowerPoint projector
Teaching Approach: (i) Brainstorming and participatory lecture (ii) Group practical and activities.
Lesson Development
Activities Time Teaching activities Students activities Assessment
Introduction 10min The teacher introduces
the general topic of
drawing a graph
Illustrate a graph with
x & y axis and
coordinates by using a
‘graph’ software
application on his
laptop.
While the teacher
demonstrates he
presents students with
questions on each step
The students observe the
teacher demonstration
They respond to the questions
on the demonstrations
Can the
students follow
and understand
the
demonstration?
Are the
students able to
respond to the
questions?
New
Knowledge
40min The teachers
introduces the main
topic themes of
plotting co-ordinates
using ordered pairs,
plotting points on an
axis and plotting
points on a graph
The teacher asks
students individually
to draw graphs and
plot points on axes and
a graph in their copy
books
The teacher moves
around the students to
support their graph
drawing
Students will watch the
process from the ppt provided
by the teacher
Students individually make x
& y axis and plot points on a
graph based on co-ordinates
given by the teacher
Can the students
accurately plot the
graphs using the
coordinates
provided by the
teacher?
59
Activities Time Teaching activities Students activities Assessment
Application 20min Teacher will present a
quick quiz to class in
groups using “Hot
Potatoes’ software
Which points intersect
with the y-axis?
Point A, B, C or D
Which point would be
labeled with the
ordered pair notation
of (100, 200)? Point
A, B, C or D etc.
Each group will consult its
members and answer the
questions through one group
reporter
Group with highest score are
the math champions for the
day
Are the students
applying their
learning to the
problems presented
in the quiz?
Reflection The teacher relates
learning to real life
situations – presenting
examples of graphs to
plot gasoline used and
number of miles
driven; length of
candle & time it is
burning etc.
The teacher asks the
students for other
examples
Students answer question on
graph use presented by teacher
Students provide other
examples
Can students
identify real
examples of graph
from their everyday
lives?
Closing 10min Summarize and conclude
the lesson
Students will take notes
Teacher's evaluation…………………………………………………………………………….
Student evaluation......................................................................................................................
Teachers’ Reflection…………………………………………………………………………….
Lesson Plan Provided by Project Team
60
Resource 2b: Lesson Plan Mathematics – Teacher’s Notes
Lesson Activities
Steps Activities Graph Resources (to be demonstrated on ‘Graph’
software)
HOW TO
DRAW A
GRAPH
A graph is a visual representation of a
relationship between, but not restricted to, two
variables. A graph generally takes the form of a
one- or two-dimensional figure such as a
scatterplot. Although, there are three-
dimensional graphs available, they are usually
considered too complex to understand easily.
A graph commonly consists of two axes called
the x-axis (horizontal) and y-axis (vertical).
Each axis corresponds to one variable. The
axes are labeled with different names, such as
Price and Quantity.
The place where the two axes intersect is called
the origin. The origin is also identified as the
point (0,0).
A point on a graph represents a relationship.
Each point is defined by a pair of numbers
containing two co-ordinates (x and y). A co-
ordinate is one of a set of numbers used to
identify the location of a point on a graph.
Identifying
the x-co-
ordinate
In the following section, you will learn how to
determine both co-ordinates for any given
point, and to correctly label the co-ordinates of
a point.
The x-co-ordinate of a point is the value that
tells you how far the point is from the origin on
the (horizontal) x-axis. In order to find the x-
co-ordinate of a point on any graph, draw a
straight line from the point to intersect at a
right angle with the x-axis. The number where
the line intersects with the x-axis is the value
of the x-co-ordinate.
Figure 2 is a graph with two points, A and B.
Question: Identify the x-co-ordinate of points A and B.
Answer: The x-co-ordinate of point A is 50, and the x-co-ordinate of
point B is 200
Identifying
the y-co-
ordinate
The y-co-ordinate of a point is the value that
tells you how far away the point is from the
origin on the vertical or y-axis. To find the y-
co-ordinate of a point on a graph, draw a
straight line from the point to intersect at a
right angle with the y-axis. The number where
the line intersects the y-axis is the value of the
y-co-ordinate.
Question: Identify the y-co-ordinate for point A and point B on Figure 3
Answer: The y-co-ordinate of point A is 200, and the y-co-ordinate of point B is 50.
61
Steps Activities Graph Resources (to be demonstrated on ‘Graph’
software)
Identifying
points on a
graph
Once you have determined the co-ordinates of
a point, you can label the points using ordered
pair notation. This notation is simple—points
are identified by stating their co-ordinates in
the form of (x, y). Note that you must plot the
x-co-ordinate first as in Figure 2.
The x- and y-co-ordinates for each of points A and B are identified in
Figure 4 below.
The x-co-ordinate of point A is 50 and the y-co-ordinate of point A is
200. The co-ordinates of point A are therefore (50, 200).
The x-co-ordinate of point B is 200 and the y-co-ordinate of point B is
50. The co-ordinates of point B are therefore (200, 50).
Points on
the axes
If a point falls on an axis, you do not need to
draw lines to determine the co-ordinates of the
point. In Figure 5 below, point C lies on the y-
axis and point D lies on the x-axis. When a
point lies on an axis, one of its co-ordinates
must be 0.
Point C lies on the y-axis and has an x-co-ordinate of 0. When you
move along the y-axis to find the y-co-ordinate, the point is 200 from
the origin. The co-ordinates of point C are therefore (0, 200).
Point D lies on the x-axis and has a y-co-ordinate of 0. If you move
along the x-axis to find the co-ordinate, the point is 100 from the origin.
The co-ordinates of point D are therefore (100, 0).
Quick quiz!
Answer the following questions using Figure 6
below.
Which points intersect with the y-axis? Point
A, Point B, Point C or Point D
Which point would be labeled with the ordered
pair notation of (100, 200)? Point A, Point B,
Point C or Point D
Which points have a y-co-ordinate of 100?
Point A, Point B, Point C or Point D
Answers; 1. Point A 2. Point B 3. Point C
Lesson Plan Notes Provided by Project Team
62
Source: Graph http://www.padowan.dk/graph
Graph free and open software assists users to draw mathematical graphs in a coordinate
system, available at:
63
Activity 9: Exploring the Internet
ACTIVITY 9 RESOURCES
64
Key Resource 1: Group Evaluation Template - Website Resource Review
Resource 1a: Review of ICT SME Web Site Resources
Choose one website for review
Name of web site:
Feature and offering Yes/No
Free educator support materials
1. Lesson plans
2. Homework for science learners
3. Collaborative activities for science educators
4. Curriculum frameworks
5 Computer based worksheets
6. Printer friendly science resources for classroom use
Software
7. Freeware - totally free software
8. Shareware - free commercial software samples for trialing
9. ICT-based learning and teaching aids for buying
10. Simulation software (role-playing real situations, allowing
students to interact )
11. Drill and practice software (repetitive problems to solve or facts
to remember)
Information and communication
12. General information on science education
13. Chat room
14. Any other teacher interaction space online
65
Resource 1b: Evaluation of the Web Site for Useful Resources
Team assessment of site
Does the team find the site useful?
How does the team think that you can use the website resources in your subject area
for:
o Teacher demonstration activities
o Student group work activities
o Student homework activities
Summarize the group evaluation of the usefulness of the website below:
66
Key Resource 2: Information Briefs – Website Resources for SME
Resource 2a: Science, Mathematics and English Websites
Science websites
Discovery Education at: http://school.discoveryeducation.com
Science problems solvers and general education resources.
BBC Education at: http://bbc.co.uk/education
Science Literacy in the programme for International Student Assessment (PISA) at:
http://www.pisa.gc.ca/eng/science.shtml
Boston University Physics Department at: http://physics.bu.edu
School Science at: http://www.schoolscience.co.uk
Science lessons by subject and grade at:
http://www.reachoutmichigan.org/funexperiments/agesubject/subject.html
Chemistry pages – University of Wisconsin at:
http://www.uwplatt.edu/chemep/chem/chemscape/labdocs/catofp/bunsbur/bunsbur2.htm
UK S-cool UK Exam Revision website: http://www.s-cool.co.uk/
The Physics Education Technology (PHET) Project Interactive Simulations website at:
http://phet.colorado.edu/en/simulation/circuit-construction-kit-ac#software-requirements
South African Agency for Science and Technology Advancement – Teacher Resources at:
http://www.saasta.ac.za/links/teachers.shtml
Mathematics websites
Math’s Forum - an international website with resources, materials, activities, person-to-person
interactions, and educational products and services at: http://mathforum.org/
Malati (Mathematics Learning and Teaching Initiative) - MALATI is a co-operative project of
mathematics educators at the Universities of the Western Cape, Stellenbosch and Cape Town at:
http://www.sun.ac.za/mathed/MALATI/
Discovery Education - an American website that provides innovative teaching materials for teachers,
useful and enjoyable resources for students, and smart advice for parents about how to help their
children enjoy learning and excel in school at: http://school.discoveryeducation.com/
Mathsnet - MathsNet.net is an independent British educational website providing free mathematics
resources to the education community at: http://www.mathsnet.net
67
Consortium for Mathematics and its Applications (COMAP) is an award-winning non-profit
organization in the United States of creating learning environments where mathematics is used to
investigate and model real issues in our world at: http://www.comap.com
Shodor Interactive tools: Shodor interactive tools’ goal is to improve Mathematics and Science
education through the effective use of modeling and simulation technologies at:
http://www.shodor.org/interactivate/tools/
math is Fun at: http://www.mathsisfun.com/link_to_maths_is_fun.html
Technology for Secondary/ College Mathematics at: http://www.tsm-resources.com/mlink.html
Links Learning Mathematics at: http://www.linkslearning.org/Kids/1_Math/1_Introduction/index.html
Mathematics Literacy in the Programme for International Student Assessment (PISA) at:
http://www.pisa.gc.ca/eng/math.shtml
English websites
BBC Learning English at: http://www.bbc.co.uk/worldservice/learningenglish/
English Lesson Plan Website at: http://english-lesson-plan.com/
English Club free website for Learners and teachers of English at:
http://www.englishclub.com/listening/index.htm
Links Learning Reading at: http://www.linkslearning.org/Kids/2_Reading/1_Introduction/index.html
English Teaching – UK Online Secondary Schemes of Work, Lesson Plans for teaching
English at: http://www.english-teaching.co.uk/
TeachIt – English Teaching Online UK at: http://www.teachit.co.uk/
Teaching English Today – A project of the English Academy of Southern Africa at:
http://www.teachenglishtoday.org/index.php/2011/01/web-based-resources/
ESL Teacher Handouts – Grammar Worksheets and Printable at:
http://www.usingenglish.com/handouts/
Web English Teacher at: http://www.webenglishteacher.com/grammar.html
Reading Literacy in the Programme for International Student Assessment (PISA) at :
http://www.pisa.gc.ca/eng/reading.shtml
Selingua is a vocabulary training program with built-in dictionaries - more than 2,000 words
in each of the following languages: English (both American and British), German, Spanish,
French and Swedish. Selingua http://www.wartoft.nu/software/selingua
68
Resource 2b: Teachers Lesson Plan Physics
TEACHER’S LESSON PLAN: PHYSICS
Date Subject Class Period Time Number of students
05/04/2011 Physics Form
II
1st &
2nd
periods
8.00 – 9.20 Registered Present
55 51
Main Goal: Students should understand the concept of currents, voltage and resistance
Specific Goal: At the end of the lesson students should be able to measure electric current
and voltage
Main topic: Simple Electric Currents
Subtopic: Electric current, voltage and resistance
Materials: Ammeter, Voltmeter and circuit components – batter, bulb and wire (if available);
blackboard/ copy book with measurement tables and group task; laptop and projector;
computer lab; PHET website – Circuit Construction Kit simulation
(http://phet.colorado.edu/en/simulations/category/new)
Lesson Development Activities Time Teaching activities Students activities Assessment
Introduction 10min Introduce the students to the
PHET website online circuit
construction kit
Drag and drop the ammeter and
voltmeter tools into the kit
workspace
Ask the students questions on
what the tools measure
Observe the
demonstration
Carry out experiment
at the end of
demonstration.
Is the student
able to observe
and carry out the
experiment
following the
teacher
demonstration?
New
Knowledge
30min Drag 3 batteries into the kit work
space
Measure the voltage of each
battery with the voltmeter
Record the measurement on the
blackboard
Ask the students to predict the
voltage measurement as
batteries are combined end to
end (2 batteries/ 3 batteries) and
record their predictions in their
copy books
Use the voltmeter simulation to
measure the voltage of combined
batteries
Student will observe
the simulation
Students will predict
the measurements and
record their
predictions in tables in
their copy books
Students observe the
measurements and
compare with their
predictions
Students describe what
is happening and
discuss their ideas on
Is the student
able to predict
the measurement
and record their
prediction?
69
Activities Time Teaching activities Students activities Assessment
Discuss with students what they
saw – and discuss ‘what if’
scenarios if the voltage in the
batteries was changed
the ‘what if’ scenarios
Reinforcement 30min Ask students to go the computer lab
and access the PHET site to carry
out the group follow-up task
Students use CCK to build the 3
circuits with light bulbs and a
battery. Students use the voltmeter
and ammeter to measure voltage of
battery and current in each circuit.
Students work in the lab
in groups on tasks set by
teacher
Students carry out
measurements
simulations and record
and discuss their results.
Are the students
able to measure
and record their
results?
reflection 10min Ask students to write
descriptions of experiments for
homework.
Explain to the students that they
should include in their
descriptions examples of circuits
that they see around them.
Students do homework
looking for examples
of voltage variation,
circuits and resistance
around them.
Is the
student able
to do the
given
homework?
Is the
student able
to fins
examples of
circuits in
their home
and or
village?
Consolidation 10min Teacher presents a summary of
new concepts on circuits
Students present
summaries on their
individual and group work
Student evaluation................................................................................................................... .........................
Teachers’ evaluation ……………………………………………
Teachers’ Reflection ……………………………………………
Lesson Plan Provided by Project Team
70
1 2 3 1 2
Resource 2c: Teachers Lesson Notes Physics
TEACHER’S LESSON PLAN NOTES: PHYSICS
Physics Lesson Plan: Batteries, Resistance and Current
Learning Goals: Students will be able to
Discuss basic electricity relationships
Build circuits from schematic drawings
Use an ammeter and voltmeter to take readings in circuits.
Provide reasoning to explain the measurements and relationships in circuits.
I. Observing voltage relationships
Go to the PHeT web site and use the Circuit Construction Kit simulation (CCK). Drag out three batteries.
Measure the voltage of each using the voltmeter and record the voltage in a table like the one shown. Then move
the batteries end to end as below to measure combined voltage.
1+2 1+2+3
a. Describe the relationship between the number of batteries and the voltage and explain
what you think might be happening.
b. What could you vary to test your description about the relationship? (Right click on the
batteries to change characteristics ). Run several tests recording your data in an organized
table.
c. Talk to another group about their description, tests and results. Rewrite your description
to include the more broad tests.
II. Using voltage
Use the Circuit Construction Kit simulation to build a circuit with a battery and a light bulb in the Lifelike visual
mode.
a. Draw what your circuit looks like.
b. How does the voltage of the battery compare to the light bulb voltage? Explain what you
think is happening.
c. Vary the voltage of the battery and write observations about how the brightness is
affected by voltage.
d. Think about a real light bulb and battery; explain what you think is happening that causes
the changes in brightness.
Battery Voltage (V)
1
2
3
1+2
1+2+3
71
III. Using voltage in series circuits
Use CCK to build the circuits below with a battery at about 12 volts and light bulbs. Turn on the voltmeter and
ammeter to measure voltage of the battery and current into it. Record bulb brightness with descriptive language.
Figure 1 Figure 2 Figure 3
a. Summarize the relationships you observed and explain what you think is happening.
b. Test to see if changing the battery voltage causes you to modify any of your conclusions.
Explain what you measured and any conclusions you draw from your tests.
c. What happens when you take a wire out of a circuit? Explain what you think is happening
d. Test using the voltmeter or ammeter in different ways. For example: Does it matter if you take
the reading on the left or right of the battery? Switch the meter ends? Describe your tests and
results.
Lesson Plan Notes Source: PhET is a website that provides fun, interactive, research-based
simulations for Physics, Biology, Chemistry, earth Science, Mathematics available at:
http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab
# of bulbs Battery
voltage
(v)
Current
into
battery(A)
Brightness
of bulbs
1 9 2
2 9 1
3 9 ½
72
UNIT 3: ICT in SME CURRICULUM – PLANNING TECHNOLOGY USE
Activity 10: Integrating ICT into Lesson Planning and Assessment
ICT Teacher Competencies
ICT Teacher Competencies Domain Level
Teachers select and demonstrate the use of technology
resources that enable students to explore issues and key
concepts and processes in SME subject areas.
Curriculum:
Learning
Environment
Applying (technology
literacy)
ACTIVITY 10 RESOURCES
73
Key Resource 1: Group Review and Planning Templates
Resource 1a: TPACK Review of English Lesson
Dickson’s Reflection on his English Lesson
“The e-dictionary helped me lot especially with my students understanding and
pronunciation of word meanings because it includes many interactive activities. So using
the e-dictionary helps my students in a different and useful way”.
Group TPACK review
Review Dickson’s lesson plan and worksheet (Resources 2a and 2b)
How did Dickson’s use of the e-dictionary support student understanding (content)
and inter-active activities (pedagogy)?
Could he have used the technology to support his lesson content and pedagogical
approach in a better way? How? Show in table below:
Teacher Activity Student Activities Better Technology Use
Questions on word meaning Students respond to questions posed by the teacher
Presentation of word meaning and pronunciation
Students gain information from teacher presentation
Facilitation of group task – student worksheet for word meanings & sentences
In small to large groups, students engage in discussion and recording of worksheet
What evidence can Dickson show that his students are learning in a “different and
useful” way?
74
Key Resource 2: Information Briefs
Resource 2a: Teacher’s Lesson Plan - English
Date Subject Class Period Time Number of students
06/02/2011 English Form I 3rd
10.30 -
11.10
Registered Present
65 57
Main Goal: Students should be comfortable in using dictionaries effectively for obtaining
meanings, pronunciation and spellings of words
Specific Goal: At the end of the lesson students should be able to obtain the meanings and
opposites of words
Main topic: School graduation vocabulary & word meaning
Subtopic: meaning of words related to school
Materials: Paper and pencils, school graduation vocabulary worksheet, class dictionaries,
laptops with internet access to Wordsmyth free educational e-dictionary at:
http://www.wordsmyth.net/?ent=student&level=2
Lesson Development Activities Time Teaching activities Students activities Assessment
Introduction 10min Ask the student what is
the meaning of the word
‘graduation’?
Ask students to discuss/
brainstorm their thoughts
about how to get
meanings of difficult
words.
Students will offer their ideas
on the meaning of
‘graduation’
Students will discuss how they
work out word meanings
Is the student
able to explain
the meaning of
graduation?
Does the
student have
ideas on where
how to find
meanings of
difficult
words?
New
Knowledge
40min Using the laptop and
online WordSmyth
dictionary, guide students
to obtain the definitions of
3 or 4 words linked to
theme of ‘school
graduation’ –
‘graduation’, ‘celebrate’,
‘speech’, ‘competitor’.
Discuss the different
levels of explanation
offered by the dictionary
– including the spelling,
the pronunciation (using
IPA and sound icon), and
word class information (is
it a noun? is it a verb?)
Student will observe the
demonstration of obtaining
definitions
Students will follow teacher to
identify word meaning, to
identify spelling, to the words
in groups and individually, to
identify the word class
information.
Is the student
able to follow
the definitions
of words?
Is the student
able to identify
spelling of
new words?
Is the student
able to
pronounce
new words –
individually or
in groups?
Reinforcement 20min Present a new set of
school graduation
vocabulary worksheet on
a laptop (stadium,
spectator, guest, coach)
Ask students in groups to
Students will work in groups
to use group dictionaries to
find and record definitions and
word class.
Students brainstorm 1 or 2
new words, use dictionaries to
Is the student
able to use a
dictionary to
find and record
definitions, to
identify word
classes to
75
Activities Time Teaching activities Students activities Assessment
find the definitions and
the class of each word.
Ask students to
brainstorm a new word to
look up and put their new
word in a sentence
obtain definitions and make
sentences with them
Group leaders read new
words, word class and
sentences
make
sentences with
new words?
Reflection 10min Ask the students about the
most important lesson learning
and difficulties
Give their ideas about the lesson
progress and the most important
learning and difficulties
Is the student
able to give
their ideas
about the
lesson learning
and
difficulties?
Closing/Consol
idation/Conclu
sion
10min Make a summary of new
vocabulary that groups define
Students listen carefully and take
notes
Is the students
able to apply
the new
vocabulary in
their
homework?
Student's Evaluation:............................................................................................................................. ..
............................................................................................................................................
Teacher's Evaluation: ............................................................................................. ..........................................
..........................................................................................................................................
Teacher’s Reflection: After observing the students' abilities to work in cooperative groups and evaluating the students' words and
sentences, the teacher wrote this in his reflection journal:
“The e-dictionary helped me lot especially with my students understanding and pronunciation of word meanings
because it includes many interactive activities. So using the e-dictionary helps my students in a different and
useful way”.
76
Key Resource 2b: Student Dictionary Worksheet
Student Dictionary Worksheet
Using a dictionary, complete the word table. The first one has been done for you.
Word Word class Definition
graduation noun The ceremony at which at diploma is received
Celebrate
Stadium
Selection
Spectator
contester
Faint
Coach
Guest
Speech
Choose one word about your school. Write the definition. Write a sentence with the new
word.
Word Definition Sentence
77
Activity 11: Your Turn - Lesson Planning Notes for ICT Integration in SME
ACTIVITY 11 RESOURCES
78
Key Resource 1: Lesson Planning Notes Templates
Key Resource 1a – Example of Lesson Planning Notes
Mathematics & ICT Name: Mary
Lesson Planning Notes
Topic: Numbers
Date: 20/10/11
Form: I
Sub-Topic: Factors and Multiples of Numbers
a. Curriculum requirements relevant to the topic
Finding all factors and divisors of a given number
Finding the prime factors of a given number by a factor tree or repeated division
Listing multiples of numbers
b. Class/ student competencies that could be developed
Distinguish different types of numbers
Estimate and compute numbers accurately
Perform computations on numbers
c. Learning outcomes for the lesson
By the end of the lesson the students should be able to:
Find factors of a number
Find multiples of a number
d. Assessment Evidence
Student completed exercises in copybooks or factors & multiples worksheets
Teacher observation notes in reflection diary
e. Summary of the Teaching and Learning Activities
Activity Description:
Teacher Demonstration – how to find all factors/ divisors of a given number
Teacher Demonstration – how to find prime factors of given numbers by a
factor tree
Student activity – students in pairs list all factors of a given number
Students activity – students individually find the factors of given numbers using
a factor tree or repeated division
Teacher Questioning – lead students in listing multiples of numbers
Students activity – students individually find the multiples of a given number
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f. Resources needs for these activities
Rulers, pencils, pens
Factor tree, factor chart, number cards – textbook/ web resources
Worksheets on finding factors of a given number
Worksheets on finding multiples of a given number
g. Time needed for each activity
Teacher Activity - Demonstration how to find all factors/ divisors of a given number
10 mins
Teacher Activity - Demonstration how to find prime factors of given numbers by a
factor tree
5 mins
Student Activity – Students in pairs list all factors of a given number
15 mins
Student Activity – Students individually find the factors of given numbers using a
factor tree or repeated division
15 mins
Teacher Activity - Questioning to lead students in listing multiples of numbers
5 mins
Students Activity – Students individually find the multiples of a given number 15 mins
80
Key Resource 1b: Lesson Planning Notes - Chemistry and ICT
Group Name:
Date:
Grade:
Topic/ Sub-topic:
1. Curriculum requirements relevant to this topic
2. Class/ Student Competencies that could be developed.
3. Learning Outcomes By the end of the lesson students should be able to:
4. Assessment Evidence
5. Summary of the Learning Activities.
Activity description
6. Resources needed for these activities.
7. Time needed for each activity.
81
Key Resource 1c: Lesson Planning Notes - Physics and ICT
Group Name:
Date:
Grade:
Topic/ Sub-topic:
1. Curriculum requirements relevant to this topic
2. Class/ Student Competencies that could be developed.
3. Learning Outcomes By the end of the lesson students should be able to:
4. Assessment Evidence
5. Summary of the Learning Activities.
Activity description
6. Resources needed for these activities.
7. Time needed for each activity.
82
Key Resource 1d: Lesson Planning Notes - Biology and ICT
Group Name:
Date:
Grade:
Topic/ Sub-topic:
1. Curriculum requirements relevant to this topic
2. Class/ Student Competencies that could be developed.
3. Learning Outcomes By the end of the lesson students should be able to:
4. Assessment Evidence
5. Summary of the Learning Activities.
Activity description
6. Resources needed for these activities.
7. Time needed for each activity.
83
Key Resource 1e: Lesson Planning Notes - Mathematics and ICT
Group Name:
Date:
Grade:
Topic/ Sub-topic:
1. Curriculum requirements relevant to this topic
2. Class/ Student Competencies that could be developed.
3. Learning Outcomes By the end of the lesson students should be able to:
4. Assessment Evidence
5. Summary of the Learning Activities.
Activity description
6. Resources needed for these activities.
7. Time needed for each activity.
84
Key Resource 1f: Lesson Planning Notes - English and ICT
Group Name:
Date:
Grade:
Topic/ Sub-topic:
1. Curriculum requirements relevant to this topic
2. Class/ Student Competencies that could be developed.
8. Learning Outcomes By the end of the lesson students should be able to:
9. Assessment Evidence
10. Summary of the Learning Activities.
Activity description
11. Resources needed for these activities.
12. Time needed for each activity.
85
Activity 12: Your Turn - Lesson Plans for ICT Integration in SME
ACTIVITY 12 RESOURCES
86
Key Resource 1: Lesson Plan Templates
Key Resource 1a: Lesson Plan – Chemistry and ICT
LESSON PLAN
Date Subject Class Period Time Number of students
Main Goal: Students should…
Specific Goal: At the end of the lesson students should be able to…
Main topic:
Subtopic:
Materials:
Time Required: Time management is important as technology-based lesson takes more
time (to set-up, technical problems, students are excited ‘distribution of resources’.)
Knowledge Required before the lesson: This section is important because this lesson is
only a part of the whole topic.
LESSON PLAN: The lesson is divided into 3 sections
What teacher is doing What students are doing Time
Introduction
Generally, the teacher
reviews concepts required
for the lesson;
demonstrates the use of
software; gives
instructions, explains the
tasks. Try to move away
from a teacher-talk only
lesson. Get students
involve in the lesson Get
them to participate.
Suggested Time.
Important for time -
manage.
Activities
New
Teacher needs to guide
the students. k.
Need to prepare Activity
Sheet – instructions, record
data and draw conclusions.
87
What teacher is doing What students are doing Time
Knowledge
Need to design / adapt the
lesson to the students’
ability level.
Reinforcement The teacher needs to
present the students with
an activity where they can
apply the new knowledge.
The teacher should
monitor to make sure they
are on task and intervene
if the students are off task
Ensure that the activities
are engaging and require
them to think.
Reflection Ask students to
demonstrate what they
have learned and present
any difficulties that they
may have had
Students can present their
results, share their findings
and ask questions.
Conclusion Finally the teacher will
sum up the whole lesson.
Students can take notes and
ask final questions.
Assessment
And follow-up.
Could be a paper & pencil
worksheets; or from
school textbooks; or a
quiz using a computer
software
Students can spend time on
their own to explore further
the worksheets or the
software after the class is
over – in the computer lab if
the school has one – or at
home for homework.
88
Key Resource 1b: Lesson Plan - Physics and ICT
LESSON PLAN
Date Subject Class Period Time Number of students
Main Goal: Students should…
Specific Goal: At the end of the lesson students should be able to…
Main topic:
Subtopic:
Materials:
Time Required: Time management is important as technology-based lesson takes more
time (to set-up, technical problems, students are excited ‘distribution of resources’.)
Knowledge Required before the lesson: This section is important because this lesson is
only a part of the whole module.
LESSON PLAN: The lesson is divided into 3 sections
What teacher is doing What students are doing Time
Introduction
Generally, the teacher
reviews concepts required
for the lesson;
demonstrates the use of
software; gives
instructions, explains the
tasks. Try to move away
from a teacher-talk only
lesson. Get students
involve in the lesson Get
them to participate.
Suggested
Time.
Important for
time -manage.
Activities
New
Knowledge
Teacher needs to guide
the students. k.
Need to prepare Activity
Sheet – instructions, record
data and draw conclusions.
Need to design / adapt the
89
What teacher is doing What students are doing Time
lesson to the students’
ability level.
Reinforcement The teacher needs to
present the students with
an activity where they can
apply the new knowledge.
The teacher should
monitor to make sure they
are on task and intervene
if the students are off task
Ensure that the activities
are engaging and require
them to think.
Reflection Ask students to
demonstrate what they
have learned and present
any difficulties that they
may have had
Students can present their
results, share their findings
and ask questions.
Conclusion Finally the teacher will
sum up the whole lesson.
Students can take notes and
ask final questions.
Assessment
And follow-up.
Could be a paper & pencil
worksheets; or from
school textbooks; or a
quiz using a computer
software
Students can spend time on
their own to explore further
the worksheets or the
software after the class is
over – in the computer lab
if the school has one – or at
home for homework.
90
Key Resource 1c: Lesson Plan - Biology and ICT
LESSON PLAN
Date Subject Class Period Time Number of students
Main Goal: Students should…
Specific Goal: At the end of the lesson students should be able to…
Main topic:
Subtopic:
Materials:
Time Required: Time management is important as technology-based lesson takes more
time (to set-up, technical problems, students are excited ‘distribution of resources’.)
Knowledge Required before the lesson: This section is important because this lesson is
only a part of the whole module.
LESSON PLAN: The lesson is divided into 3 sections
What teacher is doing What students are doing Time
Introduction
Generally, the teacher
reviews concepts required
for the lesson;
demonstrates the use of
software; gives
instructions, explains the
tasks. Try to move away
from a teacher-talk only
lesson. Get students
involve in the lesson Get
them to participate.
Suggested
Time.
Important for
time -manage.
Activities
New
Knowledge
Teacher needs to guide
the students. k.
Need to prepare Activity
Sheet – instructions, record
data and draw conclusions.
Need to design / adapt the
91
What teacher is doing What students are doing Time
lesson to the students’
ability level.
Reinforcement The teacher needs to
present the students with
an activity where they can
apply the new knowledge.
The teacher should
monitor to make sure they
are on task and intervene
if the students are off task
Ensure that the activities
are engaging and require
them to think.
Reflection Ask students to
demonstrate what they
have learned and present
any difficulties that they
may have had
Students can present their
results, share their findings
and ask questions.
Conclusion Finally the teacher will
sum up the whole lesson.
Students can take notes and
ask final questions.
Assessment
And follow-up.
Could be a paper & pencil
worksheets; or from
school textbooks; or a
quiz using a computer
software
Students can spend time on
their own to explore further
the worksheets or the
software after the class is
over – in the computer lab
if the school has one – or at
home for homework.
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Key Resource 1d: Lesson Plan - Mathematics and ICT
LESSON PLAN
Date Subject Class Period Time Number of students
Main Goal: Students should…
Specific Goal: At the end of the lesson students should be able to…
Main topic:
Subtopic:
Materials:
Time Required: Time management is important as technology-based lesson takes more
time (to set-up, technical problems, students are excited ‘distribution of resources’.)
Knowledge Required before the lesson: This section is important because this lesson is
only a part of the whole module.
LESSON PLAN: The lesson is divided into 3 sections
What teacher is doing What students are doing Time
Introduction
Generally, the teacher
reviews concepts required
for the lesson;
demonstrates the use of
software; gives
instructions, explains the
tasks. Try to move away
from a teacher-talk only
lesson. Get students
involve in the lesson Get
them to participate.
Suggested
Time.
Important for
time -manage.
Activities
New
Knowledge
Teacher needs to guide
the students. k.
Need to prepare Activity
Sheet – instructions, record
data and draw conclusions.
Need to design / adapt the
93
What teacher is doing What students are doing Time
lesson to the students’
ability level.
Reinforcement The teacher needs to
present the students with
an activity where they can
apply the new knowledge.
The teacher should
monitor to make sure they
are on task and intervene
if the students are off task
Ensure that the activities
are engaging and require
them to think.
Reflection Ask students to
demonstrate what they
have learned and present
any difficulties that they
may have had
Students can present their
results, share their findings
and ask questions.
Conclusion Finally the teacher will
sum up the whole lesson.
Students can take notes and
ask final questions.
Assessment
And follow-up.
Could be a paper & pencil
worksheets; or from
school textbooks; or a
quiz using a computer
software
Students can spend time on
their own to explore further
the worksheets or the
software after the class is
over – in the computer lab
if the school has one – or at
home for homework.
94
Key Resource 1e: Lesson Plan - English and ICT
LESSON PLAN
Date Subject Class Period Time Number of students
Main Goal: Students should…
Specific Goal: At the end of the lesson students should be able to…
Main topic:
Subtopic:
Materials:
Time Required: Time management is important as technology-based lesson takes more
time (to set-up, technical problems, students are excited ‘distribution of resources’.)
Knowledge Required before the lesson: This section is important because this lesson is
only a part of the whole module.
LESSON PLAN: The lesson is divided into 3 sections
What teacher is doing What students are doing Time
Introduction
Generally, the teacher
reviews concepts required
for the lesson;
demonstrates the use of
software; gives
instructions, explains the
tasks. Try to move away
from a teacher-talk only
lesson. Get students
involve in the lesson Get
them to participate.
Suggested
Time.
Important for
time -manage.
Activities
New
Knowledge
Teacher needs to guide
the students. k.
Need to prepare Activity
Sheet – instructions, record
data and draw conclusions.
Need to design / adapt the
95
What teacher is doing What students are doing Time
lesson to the students’
ability level.
Reinforcement The teacher needs to
present the students with
an activity where they can
apply the new knowledge..
The teacher should
monitor to make sure they
are on task and intervene
if the students are off task
Ensure that the activities
are engaging and require
them to think.
Reflection Ask students to
demonstrate what they
have learned and present
any difficulties that they
may have had
Students can present their
results, share their findings
and ask questions.
Conclusion Finally the teacher will
sum up the whole lesson.
Students can take notes and
ask final questions.
Assessment
And follow-up.
Could be a paper & pencil
worksheets; or from
school textbooks; or a
quiz using a computer
software
Students can spend time on
their own to explore further
the worksheets or the
software after the class is
over – in the computer lab
if the school has one – or at
home for homework.
96
Key Resource 1f: Lesson Plan – Blank Template
LESSON PLAN
Date Subject Class Period Time Number of students
Main Goal: Students should…
Specific Goal: At the end of the lesson students should be able to…
Main topic:
Subtopic:
Materials:
Time Required:
Knowledge Required before the lesson:
LESSON PLAN:
What teacher is doing What students are doing Time
Introduction
Activities
New
Knowledge
Reinforcement
Reflection
Conclusion
Assessment
And follow-up.
97
Activity 13: Your Turn - Lesson Plan Review, Simulation, Observation, Reflection & Development of New Lesson Plans
ACTIVITY 13 RESOURCES
98
Key Resource 1: Lesson Plan Review Templates
Resource 1a: Review 2 Lesson Plans in 2 Subject Areas
Group Notes:
Review 2 lesson plans from the group of lesson plans developed in the previous
session for Chemistry, Physics, Biology, Mathematics or English
Assess which lesson contains a better balance of technology, pedagogy and content
knowledge (TPACK). Use the TPACK Lesson Review to assist you. Discuss and
record your assessment.
Suggest improvements required in each lesson to make a better balance of TPCK
based on the following questions:
o If your team were writing the lesson what TPCK components would have been
of greater priority to your team, compared to the components prioritized in the
lesson and why?
o If your team were to redesign the lesson, what would it look like?
99
TPACK Lesson Review Template
Lesson Plan Subject……………….……
Student level…………………
Ranking: 1 = Poor, 2 = Fair, 3 = Good, 4 = Very Good, 5 = Excellent
P F G VG Ex Remarks
Technological Knowledge
Technology selections are exemplary, given curriculum goals and
instructional strategies 1 2 3 4 5
There is sufficient description of how technology will be used in the
classroom 1 2 3 4 5
Technology choice is relevant to the context and learning needs of the
students 1 2 3 4 5
Pedagogical Knowledge
The pedagogical approaches are well identified in the lesson 1 2 3 4 5
The designed lesson provide more activities for students than a teacher 1 2 3 4 5
Constructivists teaching approaches (problems based learning, inquiry
learning etc.) are proposed in the lesson 1 2 3 4 5
Technological Content Knowledge
The technology chosen is aligned with one or more curriculum goals 1 2 3 4 5
There is a clear link between the use of technology and the content 1 2 3 4 5
Teacher explains in the lesson plan how a specific technology will be used
to change the content of the topic he/she teaches 1 2 3 4 5
Teacher has chosen a technology that enhances a content of a lesson
he/she teaches 1 2 3 4 5
Technological Pedagogical Knowledge
Teacher chooses an appropriate technology in relation to the teaching
approaches he/she adopts in the class 1 2 3 4 5
The technology chosen supports instructional strategies 1 2 3 4 5
The choice of technology is relevant to the kind of activities proposed in
the lesson 1 2 3 4 5
The technology identification is-in line with the instructional goals 1 2 3 4 5
Technological Pedagogical Content Knowledge
The lesson plan distinguishes the students’ and teachers activities and the
role of technology during the classroom session. 1 2 3 4 5
The lesson plan clearly describe the technology the content and the
pedagogy to be used during the learning 1 2 3 4 5
The lesson plan provides a clear link between TK, PK and CK. 1 2 3 4 5
100
Resource 1b: Lesson Simulation Review with TPCK Observation Checklist
TPCK Observation Checklist
The TPACK observation checklist examines a teacher’s application of Technology, Pedagogy and Content Knowledge components in his/ her lesson. This tool will be used during a lesson in the implementing schools. Although it is initially developed for use by the tutor, any other project team member or other teachers could also use the tool when visiting a classroom to observe a teacher/ college conduct a class where technology integration is taking place.
Name of School
District Region Teacher’s name
Subject
Class
Number of students in class
Topic Sub-topic
Date of Visit Time of lesson
The TPCK observation checklist examines a teacher’s application of Technology, Pedagogy and Content Knowledge components in his/ her lesson.
The observation checklist contains a “rating scale” (1 – 4) and a “comments” column which can be interpreted as follows:
Response Categories What they mean
1 = “poor” Teacher rarely shows application of TPCK component
2 = “good” Teacher shows good application of TPCK component
3 = “very good” Teacher shows a lot of application of TPCK component
4 = “excellent” Teacher clearly shows excellent application of TPCK component
Comment Observer can make comment on application of TPCK component
Section 1: TPCK Observation Checklist
Observe the lesson
Circle your rating of teacher’s TPCK application
Make comments where you think it is necessary
TPCK OBSERVATION CHECKLIST Poor Good Very good
Excellent
Comment
A) Technological Knowledge
1 The teacher has essential technology tools for the lesson
1 2 3 4
2 The teacher uses technology to support instructional strategies
1 2 3 4
3 The teacher uses technology tools without any problems
1 2 3 4
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B) Content Knowledge
1 The teacher exhibits a good mastery of subject matter knowledge
1 2 3 4
2 The teachers presents relevant and accurate facts in relation to the topic
1 2 3 4
3 The teacher provides a variety of references for the students to gain relevant content in SME subject(s)
1 2 3 4
4 The teacher reinforce the topic lesson by providing assignments to students
1 2 3 4
C) Pedagogical Knowledge
1 The teacher knows essential pedagogical approaches for the lesson preparation and presentation (direct instruction, collaborative learning, problem-based learning etc.)
1 2 3 4
2 The teacher demonstrates an understanding of different styles of student learning
1 2 3 4
3 The teacher structures the lesson to promote student learning
1 2 3 4
D) Technological Content Knowledge
1 The teacher uses technology to demonstrate complex ideas that would otherwise be difficult to learn
1 2 3 4
2 The teacher uses technology to allow students to observe things that would otherwise be difficult to be observed by naked eyes
1 2 3 4
3 All teaching aids including digital graphics are attractive (size and colors) and support the theme/content of the lesson
1 2 3 4
4 The teacher helps students to use technology to investigate and construct meaning of the complex ideas they are learning
1 2 3 4
E) Technological Pedagogical Knowledge
1 The Teacher uses technology to interact and collaborate with students in different teaching and learning activities
1 2 3 4
2 The teacher adapts the use of technology to promote participatory approaches in teaching and learning activities
1 2 3 4
3 The teacher introduces technology based tasks that enable students to engage in learning
1 2 3 4
4 The teacher shows ability to use technology for introducing concepts from simple to complex when teaching students
1 2 3 4
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F) Technological Pedagogical Content Knowledge
1 The teacher teaches a lesson that appropriately combines subject content, technologies and teaching & learning approaches.
1 2 3 4
2 The teacher uses technology to support student learning approaches for the lesson taught
1 2 3 4
3 The teacher uses technology to support learners’ collaboration during the learning process
1 2 3 4
4 The teacher is well prepared (having lesson plan) and able to manipulate technology to present a relevant lesson contents
1 2 3 4
Section 2: Teaching and Learning Activity Observation
Teacher pedagogical approach in the lesson: Tick all that apply
__ Leading (includes lecturing, directing class activities)
__ Facilitating/assisting students
__ Class control (includes discipline management)
__ Other approaches (specify) ____________________________
Teacher's use of technology in the lesson: Tick all that apply
__ Not evident
__ To present information __ For visualization or modeling of a concept
__ To demonstrate a student task __ For grading, attendance, or material preparation
__ Other (specify)_________________________________
Student response and participation in the lesson – Active or Passive?
Give an example of one lesson activity to describe student participation as follows:
a. Describe what the teacher and students are doing. How are they interacting in the lesson activity?
Lesson activity example – teacher and student interaction:
103
b. What is the specific benefit of technology to support pedagogy and content in the activity you observed? What are the students and teacher doing that they could not have done without it?
Benefit of technology to support pedagogy and content in the activity:
c. Briefly describe student work assignment in the activity, noting any examples you want to showcase as evidence (or an artifact) of teacher’s use of technology to produce assignment resources:
Description of student work assignment in the activity:
Evidence (artifact) of student work assignment resource produced by the teacher with use of technology:
Observed By:
Name: …………………………………………………………….signature ………………………………….Date……………..
Teacher observed:
Name: ……………………………………………..Signature: ………………………………………………….Date……………..
Head of School :
Name: ……………………………………………..Signature: …………………………………………………Date……………..
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Resource 1c: Teacher Reflection Template
Teacher Reflection on Lesson Plan for ICT Integration
Teacher Details
Name
School
Lesson Information
Lesson Title
How did you teach this
lesson before ICT
integration?
Outcomes of the lesson that
should be achieved
Curriculum Objectives
Student competencies to be
addressed
Briefly describe the lesson
Describe the resources that
you will use
How have you integrate
ICT in the lesson / and its
preparation
Reflections on the Lesson
Did the lesson differ from
your expectations?
What do you think are the
reasons for the way things
happened?
What would you do
differently next time to
make the lesson more
effective?
105
Resource 1d: TPACK Teacher Self-Assessment
Teacher Competencies in Applying Technology, Pedagogy and Content Knowledge (TPACK) in Teaching and Learning Science, Mathematics and English (SME) subjects
This questionnaire is prepared to assist teachers in assessing their competencies in ICT use. The questionnaire contains statements to help teachers evaluate their technological pedagogical content knowledge (TPACK).
This tool should be administered at the end of module 2 and at the beginning of module 3 as teachers prepare to integrate ICT use in their subject areas.
A: Personal Information
Fill in the blanks
1. Name: ………………………………………………………………………………
2. Gender: Male ……….. Female……………….
3. Your Age ………………… years
4. Teaching experience…………………. :
5. School: …………………………………………………………………………….
6. District: …………………………
7. Region: …………………………………………….
8. Zone: ………………………………………………………
Tick as appropriate {put √)
9. Subjects of Specialization …………………and……………………………..
10. Teaching subject(s), currently…………………..
Experience in Teaching current subject (s) [ ] No experience
[ ] Less than one year
[ ] One to five years
[ ] More than five years
11. Level of education
[ ] Secondary education (A level) with a teaching license
[ ] Diploma in secondary education
[ ] Bachelor’s degree
[ ] Master’s degree
[ ] Others, state……………………………..
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12. Do you have a personal computer (Laptop or desktop) at home
[ ] Yes
[ ] No
13. If yes, do you have access to internet
[ ] Yes
[ ] No
14. How often do you use a computer?
[ ] Never
[ ] Occasionally
[ ] Seldom
[ ] Frequently
[ ] Always
15. How often do you use internet in your personal computer?
[ ] Never
[ ] Occasionally
[ ] Seldom
[ ] Frequently
[ ] Always
107
B: This section contains TPCK statements which requires teacher respondents to select the
appropriate answer: 1, 2, 3 and 4 which represents SD (strongly disagree), D (disagree), A (agree) and SA (strongly agree) respectively. Teachers should circle the appropriate number in accordance to the level of their agreement in a given item.
TPACK Statements SD D A SA
Technological Knowledge (TK)
1 I can use technology without problems 1 2 3 4
2 I can learn technology easily 1 2 3 4
3 I know a lot about different technology tools 1 2 3 4
4 I have the technical skills 1 2 3 4
5 I keep up with important new technologies 1 2 3 4
6 I know how to solve basic technical problems 1 2 3 4
7 I frequently play around with technology 1 2 3 4
8 I can use animation, simulation or data logging to demonstrate a lesson to students
1 2 3 4
9 I can use an Internet search engine (such as Google, msn, Yahoo, ask.com etc.) to find current information on a topic that I teach
1 2 3 4
Content Knowledge (CK)
Please tick the science subject you will make reference to in the next session
Physics Biology Chemistry
For Science teachers only
10 I have sufficient knowledge about Science 1 2 3 4
11 I have alternative ways and strategies of developing my
understanding of Science
1 2 3 4
For Mathematics teachers only
12 I have sufficient knowledge about Mathematics 1 2 3 4
13 I have various ways and strategies of developing my
understanding of Mathematics
1 2 3 4
For English teachers only
14 I have sufficient knowledge about English 1 2 3 4
15 I have alternative ways and strategies of developing my 1 2 3 4
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TPACK Statements SD D A SA
understanding of English
Pedagogical Knowledge (PK)
16 I can use a wide range of approaches in a classroom setting 1 2 3 4
17 I can adapt my teaching based upon what students currently
understand or do not understand.
1 2 3 4
18 I know how to assess student performance in a classroom. 1 2 3 4
19 I can assess student learning in multiple ways. 1 2 3 4
Pedagogical Content Knowledge (PCK)
Please tick the science subject you will make reference to in the next session
Physics Biology Chemistry
For Science teachers only
20 I can select effective teaching approaches to guide
student thinking and learning in Science.
1 2 3 4
For Mathematics teachers only
21 I can select effective teaching approaches to guide
student thinking and learning in Mathematics.
1 2 3 4
For English teachers only
22 I can select effective teaching approaches to guide
student thinking and learning in English.
1 2 3 4
Technological Pedagogical Knowledge (TPK)
23 My ICT in SME workshop attendance has caused me to think more
deeply about how technology could influence the teaching approaches
I use in my classroom
1 2 3 4
24 I can use technology to enhance students interaction in the subject I
teach
1 2 3 4
25 I can use technologies to improve my teaching 1 2 3 4
26 I can effectively manage technology in the classroom 1 2 3 4
27 I can use technologies to engage students in active learning 1 2 3 4
28 I can use technologies to assess student learning 1 2 3 4
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TPACK Statements SD D A SA
29 I am thinking critically on how I can use technology in teaching 1 2 3 4
30 I can adapt the use of technology to different learning activities 1 2 3 4
31 I can use technology to support students in learning complex concepts in topics
1 2 3 4
Technological Content Knowledge (TCK)
32 I can choose technology that enhances content for a lesson I teach 1 2 3 4
33 I can choose technologies that enhances students’ learning for a lesson
1 2 3 4
34 I can use technology to help students visualize things that would otherwise be difficult to observe.
1 2 3 4
35 I know a variety of technologies that can be used to present a lesson in the classroom
1 2 3 4
36 I can use technology for preparing lessons 1 2 3 4
37 I can use technology for finding digital learning resources 1 2 3 4
38 I can use technology for designing my own digital learning resources 1 2 3 4
39 I can use technology to access web resources for the subject I teach 1 2 3 4
40 I can choose technology that enhances content for a lesson I teach
For Science Teachers Only
41 I know about the technology I can use for students’ understanding and doing Chemistry
1 2 3 4
42 I know about the technology I can use for students’ understanding and doing Physics
1 2 3 4
43 I know about the technology I can use for students’ understanding and doing Biology
1 2 3 4
For Mathematics Teachers Only
44 I know about technologies that I can use for students’ understanding
and doing Mathematics
1 2 3 4
For English Teachers Only
45 I know about technologies that I can use for students’ understanding
and doing English
1 2 3 4
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TPACK Statements SD D A SA
Technological Pedagogical Content Knowledge
46 I can choose technology to use in my classroom that enhances what I teach, how I teach and what students can learn
1 2 3 4
47 I can use strategies that combine content, technology and teaching approaches that I learned at the workshop, in my own teaching
1 2 3 4
48 I can choose technologies that enhance the content for a lesson. 1 2 3 4
49 I can provide leadership in helping others to coordinate the use of content, technology and teaching approaches at my school
1 2 3 4
For Science Teachers Only
50 I can teach a lesson that combine Chemistry, technologies and teaching approaches
1 2 3 4
51 I can teach a lesson that combine Physics, technologies and teaching approaches
1 2 3 4
52 I can teach a lesson that combine Biology, technologies and teaching approaches
1 2 3 4
For Mathematics Teachers Only
53 I can teach a lesson that combine Mathematics, technologies and teaching approaches
1 2 3 4
For English Teachers Only
54 I can teach a lesson that combine English, technologies and teaching approaches
1 2 3 4
Technology Skills
55 I feel competent using a word processor and graphics to develop lesson plans
1 2 3 4
56 I feel competent using email to communicate with colleagues 1 2 3 4
57 I feel competent using the world wide web to find educational resources
1 2 3 4
58 I feel competent using open and free software to enhance my teaching of concepts
1 2 3 4
59 I feel competent about teaching secondary school students appropriate information technology skills and knowledge
1 2 3 4
60 I feel competent working with students in various ICT environments (such as laptops in the classroom, stand-alone and networked computers, computer labs etc.).
1 2 3 4
111
Appendices
112
Appendix 1: E-Diary
Module 2: E-Diary
What is an e-Diary? An e-diary is a tool that you can use for reflecting
on the experiences, learning and practice related to the activities in the
module.
The role of the e-diary in the module is to assist you to:
Reflect on past teaching experiences
Reflect on the way you teach now
Reflect on the way you experienced the activities in the module
Reflect on change
You could describe your e-diary as "a container of my thoughts on the
module activities and ideas and how I want to apply them in my
classroom practice ".
You can share your diary reflections with the workshop facilitator. If you
wish you can also share your diary reflections with other teachers in the
workshop, with teachers in your school or with teachers on the teachers
portal.
You will find that e-diary reflections are required at the beginning and the
end of each activity in the module. You can use the diary templates in the
following section to record your personal and reflective comments for
each activity.
113
Module 2: E-Diary Reflections on Activities
Name:
Before you start the module:
What I know about using ICT for Science or Mathematics or English
teaching:
What I would like to know about using ICT in Science or
Mathematics or English teaching:
Why I am participating in this workshop:
114
Activity 1- What is Information, Communication and Technology?
Before the activity:
What do I understand ICT is:
After the activity:
What I have learnt from my group tasks about the concepts of
Information, Communication and Technology:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
My ideas about how I can use my learning in my professional practice and
communicate what I am learning with other colleagues:
115
116
Activity 2- What are the new Pedagogies of Science, Mathematics
and English teaching and learning?
Before the activity:
What do I understand about the new Pedagogy in Science, Mathematics and English teaching:
After the activity:
What I have learnt from my group tasks about the new pedagogies
and constructivist approach for teaching Science, Mathematics and English:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
117
Activity 3 - What is Pedagogy, Technology and Content
Knowledge? How can we apply it in SME teaching and Learning?
Before the activity:
What do I understand about integrating technology Science, Mathematics and English teaching:
After the activity:
What I have learnt from my group tasks about using technology to
support Science, Mathematics and English content and pedagogy:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
My ideas at the end of unit 1 about how I can use my learning in
my professional practice and communicate what I am learning with other colleagues:
118
119
Activity 4 – Why Science? Why Mathematics? Why English?
Before the activity:
Why I love teaching Science, Mathematics or English:
After the activity:
What I have learnt from my group task about why Science,
Mathematics or English teaching is important:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
120
Activity 5: Introducing Technology in SME Teaching
Before the activity:
My thoughts about using technology to support Science or Mathematics or English teaching:
After the activity:
What I have learnt from my group task about how technology can be used to support Science, Mathematics or English content and
pedagogy:
What I feel about my progress so far:
(Optional) How I feel about the workshop so far:
121
Activity 6: Exploring PowerPoint Resources in SME teaching
Before the activity:
My thoughts about how PowerPoint resources might help me in my Science or Mathematics or English teaching:
After the activity:
What I have learnt from my group task about the potential of
PowerPoint resources to support Science, Mathematics or English content and pedagogy:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
122
Activity 7: Exploring CD-ROMs in Science, Mathematics and
English Teaching
Before the activity:
My thoughts about how CD-RoMs might help me in my Science or Mathematics or English teaching:
After the activity:
Based on my observations and discussions so far, how I feel
CD-ROMs can be used in SME:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
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Activity 8: Using Open and Free Software in SME
Before the activity:
My thoughts about open and free software:
After the activity:
How I think I might use open and free software to support my Science or Mathematics or English teaching:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
124
Activity 9: Using the Internet in SME
Before the activity:
My thoughts about Internet websites and resources:
After the activity:
How I think I might use of internets resources to support my Science or Mathematics or English teaching:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
My ideas at the end of unit 2 about how I can use my learning in
my professional practice and communicate what I am learning with other colleagues:
125
Activity 10: Integrating ICT in SME Instruction & Assessment
Before the activity:
My thoughts on my students needs and how I can start to use
ICTs identified in the workshop to make my subject more accessible for my students
After the activity:
How I think I might use technology resources to support
instruction and assessment of my students’ learning:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
126
Activity 11: Your Turn – Planning Notes for ICT in SME
Before the activity:
My thoughts about ICT resources I may use in my plan
After the activity:
How I think I may use my notes for general planning in my
subject:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
127
Activity 12: Your Turn – Lesson Plans for ICT in SME
Before the activity:
My thoughts about developing an ICT lesson plan in my subject
area:
After the activity:
How I think I may use my plan in my teaching:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
128
Activity 13: Reviewing, Simulating, Observing, Reflecting and
Developing Lessons using ICT in SME
Before the activity:
My thoughts about reviewing the micro lessons that my
colleagues and peers will present and about micro-teaching my ICT lesson plan in my subject area in front of my colleagues
and peers:
After the activity:
How I think I can use my colleague’s peer review to assist me
in my teaching in the classroom:
What I feel about my progress so far:
(Optional) How I feel about the course so far:
129
My ideas at the end of unit 3 about how I can use my learning in
my professional practice and communicate what I am learning with other colleagues:
130
Appendix 2: E-Portfolio
Module 2 – E-Portfolio
What is an e-portfolio?
An e-portfolio is a collection of documents and artefacts that can be used for assessing/
monitoring your work as you complete your module in the workshop programme. You can
use the portfolio to store and review all of the documents and artifacts (PowerPoint
presentations, lesson plans, concept maps etc.) that you produce during the workshop. You
can share your portfolio documents/ artifacts with other teachers in your school. You can use
your portfolio documents/ artifacts to apply the new ideas and concepts in classroom practice.
Portfolio = a collection documents = used for assessment/ monitoring
The portfolio typically consists of documents/ artifacts such as (but not limited to):
Tasks
o Completed templates as required in specific activities in the module
o PowerPoint slide shows as required in specific activities in the module
o Completed questionnaires as required in specific activities in the module
o Completed website evaluation forms as required in specific activities in the
module etc.
Lesson Planning documents
i.e. all the documents you are required to generate during the module
During the many activities of module 2 you will be asked to share group and individual tasks
and documents with the other groups in the workshop. Feedback from the other groups could
help to improve your individual and group work documents and artifacts (presentations,
lessons plans etc.). You may want to create an electronic folder, in which you store all your
individual and group work tasks, notes and planning documents etc. This would be an e-
portfolio of all your work in this module. If you do not work on a single computer/ laptop
then you should save your e-portfolio of work on a disk or a memory stick.
The following section outlines all of the activity documents/ artifacts that you can collect for
your e-portfolio in module 2.
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Module 2: E-Portfolio Documents and Artifacts
Activity 1: What is Information? What is Communication? What is technology?
Task 1 – Part 1 documents/ artifacts
Concept map – Information or Communication or Technology
Task 1 – Part 2 documents/ artifacts
Group Definition Template – What is Information? What is Communication? What
is Technology?
PowerPoint Presentation - Definition of Information or Communication or
Technology
Activity 2: What are the New Pedagogies in Science, Mathematics and English
Teaching?
Task documents/ artifacts
Group Discussion Template – What are the Pedagogical Strategies for teaching
Chemistry/ Physics/ Biology/ Mathematics/ English?
PowerPoint Presentation - Pedagogical Strategies for teaching Chemistry/ Physics/
Biology/ Mathematics/ English
Activity 3: What is Technology, Pedagogy and Content Knowledge?
Task documents/ artifacts
Group Discussion Template – Describe and record in the group discussion template how
you see the technology supporting the content and the pedagogy of one classroom activity in
a topic area identified by the group. .
132
Activity 4: Why Science or Mathematics or English?
Task documents/ artifacts
Group PowerPoint – Why Science or Mathematics or English is an essential subject in
Tanzanian Secondary Schools.
Activity 5: Introducing Technology to support Science content and pedagogy
Task documents/ artifacts
Group PowerPoint –
Technology support to Science content
Technology support to Science pedagogy
Technology support to Science content & pedagogy
Activity6: Exploring PowerPoint Resources to support Science content and pedagogy
Task documents/ artifacts
Group Website identification template – PowerPoint Presentations for Hard to
Teach SME Subjects
Group Discussion Template on PowerPoint in SME – Use of PowerPoint in
classroom activities in SME
Activity 7: Using CD-ROMs in SME Teaching
Task documents/ artifacts
Group Discussion templates
Coding TPCK in Biology lesson plan
Group discussion & reflection template – Does technology use change the content or
the pedagogy – how?
133
Activity 8: Exploring Software Tools in Science, Mathematics and English Teaching
Task documents/ artifacts
Group Discussion template – Instructions for learners on using e-Tools
Activity 9: Exploring the Use of the Internet in SME
Task documents/ artifacts
Group Work Website review template – What Science, Mathematics and English
Resources are available on the website?
Group Discussion Template: Evaluation technology resources for demonstration,
group work and homework
Activity 10: Planning for ICT use in SME Instruction & Assessment
Task documents/ artifacts
Group Discussion templates
Reviewing TPCK in English Lesson plan
Group discussion & reflection template – Evidence of technology making a
difference in teaching and learning??
Activity 11: Planning Notes for ICT integration
Task documents/ artifacts
Planning Note Templates – Preparation for ICT Planning based on Curriculum
Topics
Activity 12: Developing Lesson Plans for ICT Integration
Task documents/ artifacts
Lesson Plan Template –Science, Mathematics and English Lesson Plans for ICT
Integration
134
Activity 13: Your Turn – Lesson Plan Review and Simulation
Task documents/ artifacts
Lesson Review template – What is the TPACK balance in Science, Mathematics and
English lesson plans?
Observations on Lesson Simulations: TPCK Observation Checklist reports
Reflections on Lesson Simulation: Teacher Reflection reports - expectation,
challenges and steps for improvement
Lessons for Implementation: A set of 5 less plans for each SME subject area for
each zone
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Appendix 3: Glossary of Terms
This glossary provides a definition of key terms used in Modules 1 & 2
Terms Definition
Authoring environment Allows the user to create multimedia artifacts like websites, simulations, DVDs and virtual worlds.
Assistive technologies Technology used by learners with disabilities in order to perform functions that might otherwise be difficult or impossible.
Communication and Collaboration Technology
Allows users to interact and work in groups and facilitates the sharing and distributing of knowledge and expertise among community members (e.g. email, text messaging, video conferencing, and social media).
Complex cognitive skills Information management, problem solving, collaboration and critical thinking
Content Knowledge Content knowledge is the knowledge about actual subject matter that is to be learned or taught.
Continuous learning Regularly upgrading skills and knowledge to improve competence.
Collaborative Learning An instructional approach in which students of varying abilities and interests work together in small groups to solve a problem, complete a project, or achieve a common goal.
Critical thinking Logical thinking that draws conclusions from facts and evidence.
Drill and practice software Software which promotes the acquisition of knowledge or skill through repetitive practice.
Formative assessment Assessment given as part of the instructional process to provide the information needed to adjust teaching and learning while they are happening.
Lesson plan A teacher's detailed description of the course of instruction for an individual lesson or module.
Multimedia authoring tools Multimedia recording and production equipment
Online Professional Community A group of people with the same or related occupation who regularly communicate with each other through a website. Members of the community exchange ideas, share experiences and resources, collaborate on projects and support each other. This is also referred to as a community of practice.
Open-ended software Software programs that allow students to demonstrate their learning across various learning areas, according to their level of development and preferred learning style (e.g. word processing, multimedia presentation, web authoring, concept mapping and spreadsheets).
Pedagogical Knowledge Pedagogical knowledge refers to the methods and processes of teaching and includes knowledge in classroom management,
136
Terms Definition
assessment, lesson plan development, and student learning.
Problem Based Learning (PBL) Students collaboratively solve problems and reflect on their experiences. Problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.
Productivity tools Productivity tools refer to any type of software associated with computers and related technologies that can be used as tools for personal, professional, or classroom productivity (e.g. Microsoft Office, Apple Works).
Project-based learning Use of classroom projects where students use technology and inquiry to engage with issues and questions that are relevant to their lives.
Reflective thinking The learner considers their own learning and reflects on what worked, didn’t work and what needs improvement.
Rubric Specific criteria or guidelines used to evaluate student work.
Simulation A computer program that simulates an authentic system (e.g. human body, building, organism) and responds to choices made by users.
Social Media Websites and services that are built around participation and user-generated content (e.g. Facebook, YouTube).
Special Education Needs Children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.
Summative Assessment Assessment given at a particular point in time to determine what students know and do not know.
Technology Integration Use of technology to support instruction in various subject areas (e.g. languages, social studies, science, math). When teachers integrate technology into their classroom practice, learners are empowered to be actively engaged in their learning.
Technology Knowledge Technology knowledge refers to the knowledge about various technologies, ranging from low-tech technologies such as pencil and paper to digital
Technology Pedagogy Content Knowledge
Technology Pedagogical Content Knowledge (TPACK) is a framework that has been developed to assist teachers in integrating technology use to support content and pedagogy in their lesson planning.
Virtual Learning Environment (VLE) A web based system designed to facilitate teachers in the management of educational courses for their students. The system presents course content and tracks the learners' progress. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom.
137
Appendix 4: Facilitation Considerations
Prior to the workshop
Facilitators need to be familiar with all of the module 1 and 2 resources before the
workshop
Facilitators need to pay particular attention to the facilitator orientation and summary
sections in each topic of each unit in the modules
E-Portfolios – for keeping a file on participant outputs for each activity in the modules –
each participant should leave the workshop with a USB of all outputs produced
During the workshop
The facilitator’s task is
To familiarize workshop participants with the module set of consisting of
o Main modules 1 and 2 – Units, topics and activities
o Module resources 1 and 2 – Group work templates, information resources
o E-Diaries 1 and 2 – for participant reflection before and after each activity in the
modules
To open the workshop by inviting all participants to introduce themselves and present
their expectations of the workshop. Participants can record their expectations in their
diaries (hard copy or online)
To present the general programme of the workshop for the 5 days
To establish or negotiate ground rules with the participants on issues of time
management, participation in discussions, use of mobile phone
To introduce each unit in the modules providing a general orientation on
o Each unit’s topic and activity tasks (main modules 1 and 2)
o Each activity’s resources in the form of group work templates and information
resources (resource modules 1 & 2)
o Each activity’s e-diary where participants record their reflections and learning
before and after each activity
To organize the participants
o into groups to carry out the tasks
o with clear group work instructions on the time for each task, resources for each
task and procedures for recording the group work (in the laptops) and reporting
back in the plenary session(rotating the role of reporter)
To monitor the group work to make sure
o groups understand the task
o have the necessary resources
o are getting the task done within the time allocation
To moderate the plenary discussions at the end of every activity paying attention
o To invite groups to present the group task summaries on their laptops to the whole
group (using the skill sets that they have developed in module 1)
o To invite other groups to ask questions and/ or make comments on presentations
o To focus and redirect discussion when necessary,
o To summarize the key points, conclusions, action points and recommendations
that emerge from each topic plenary session presentations and discussions.
138
The facilitator needs to ensure that the structure for each unit is adhered to in terms of the
orientations for group work tasks, plenary presentations and discussions and time
allocation.
The facilitator needs to keep the discussions on track and note key emergent issues /
points as the presentations/ discussions progress
The facilitator should try to ensure that all participants contribute to the group tasks, that
reporting to the plenary is rotated, that those who wish to contribute to the discussion
have the opportunity to do so.
Ground Rules for Workshops
Workshop organizers and facilitators often experience the problem of "continuous partial
attention". With various electronic devices and other distractions at hand, participants simply
cannot keep their focus on the workshop. It is therefore necessary to have ground rules that
would set boundaries and create an environment where participants could engage in a
respectful, productive and meaningful way to achieve the workshop objectives and produce
the desired outcomes. The ground rules serve as a set of expectations to facilitate group
interaction (not to restrict it), stimulate communication and create positive and constructive
give and take of information and ideas.
As organizer/facilitator suggest a few ground-rules which the group will discuss and
customize, and brainstorm additional ones. Once a final list of ground-rules has been agreed,
a copy is posted on the wall and they are added to the agenda and applied, reinforced and
added to during the workshop as required.
Suggested ground rules for Tanzania TPD workshop
Everyone participates. Everyone has been invited to contribute and has an opportunity to
bring value to the discussions through ideas, thoughts, opinions
Different opinions are welcome and valued. We do not all have to agree and can learn
from divergent thinking. Disagreement is an opportunity to learn more about an issue
and ultimately make a wiser group decision.
Silence is agreement
One conversation at a time - limit side conversations Show respect for others by
listening to their point of view and refraining from side conversations.
Start on time; end on time. You will miss important dialogue and decisions and
generally disrupt the discussion. We should not be "punishing" the prompt by making
them wait for the late-comers.
Challenge ideas, not people. Focus on interests, not positions; separate people from
the problem.
Seek to understand other points of view by asking questions and explaining the
reasoning behind someone’s opinion.
Participate in a positive and constructive manner
Be concise and to the point with interventions to contribute to efficient time
management
Stick to the agenda to achieve objectives and outcomes
No cell phones or email during the sessions unless they are being used as media.
Follow through on agreements.
139
Appendix 5: Workshop Programme
Programme covers capacity building schedule for 5 days x 6 hours per day
Day Unit Topic Duration
Day 1 Unit 1 – Information and
Communication
Technology (ICT) and
Science Mathematics
and English (SME)
Teaching
Topic 1 – What is Information
and Communication Technology?
1 hour and 30 minutes
Topic 2 – What are the New
pedagogies for Science,
mathematics and English
teaching?
1 hour and 20 minutes
Topic 3 – What is Technology,
Pedagogy and Content
Knowledge?
1 hour
Unit 2 – ICT in
SME Curriculum –
Planning Technology
Use
Topic 4 – Why Science? Why
Mathematics? Why English? 1 hour and 40 minutes
Day 2 Unit 2 – ICT in
SME Curriculum –
Planning Technology
Use
Topic 5 – Planning for
technology use in Science,
Mathematics and English
1 hour and 40 minutes
Topic 6 – Exploring
PowerPoint Presentation
Resources for Science,
mathematics and English
2 hours
Topic 7 – Exploring CD-ROMs
in Science, Mathematics and
English Teaching
1 hour and 40 minutes
Day 3 Unit 2 – ICT in
SME Curriculum –
Planning Technology
Use
Topic 8 – Exploring Software
Tools in Science, Mathematics
and English Teaching
2 hours
Topic 9 – Exploring the Use of
the Internet
2 hours
Unit 3 – Learning
Environment –
Developing SME
Plans and Resources
Topic 10 – Integrating
Technology into SME Plans
1 hour and 40 minutes
Day 4 Unit 3 – Learning
Environment –
Developing SME
Plans and Resources
Topic 11 – Your Turn – Lesson
Planning Notes for ICT
Integration in SME
2 hours
Topic 12 - Your Turn – Lesson
Plans for ICT Integration in SME 3 hours and 40 minutes
Day 5 Unit 3 – Learning
Environment –
Developing SME
Plans and Resources
Topic 13 – Your Turn – Lesson
Plan review, Simulation,
Observation, Reflection and
Development of New Lesson
Plans
6 – 7 hours
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