Technology for Teacher Support - Gregg Jackson How can technology be used to motivate teachers, assist them when

confronted with problems, and help them become more effective? Technology for Teacher Support > Motivating Teachers > Mentoring > Motivational speakers > Public recognition Assistance with Day-To-Day Teaching > Policies and procedures > Resource teachers > Collegial sharing > Portals Lifelong Professional Development -Teachers in developing countries have few opportunities > Guest speakers and experts > Continuing education workshops and university courses > Self-examination and reflection > Certification Technologies can help provide such support. There are new possibilities for new technologies like the Internet and Web, which incorporate and extend the scope of older technologies. Taken together, these technologies can help motivate and empower teachers, assist them with their day-to-day situations, provide avenues for lifelong professional development, and in short, can enrich teachers' work lives and enhance their effectiveness Resources for Integrating the Internet into the Classroom > Ask an Expert Sources (www.cln.org/int_expert.html) > Background Information (www.cln.org/int_background.html ) > Educational Listservs (www.cln.org/lists/home.html) > E-mail for the Classroom Teacher (www.cln.org/int_email.html) > Internet Keypal Exchanges (www.cln.org/int_keypals.html ) > Internet Projects (www.cln.org/int_projects.html )
Reference: http://www.unescobkk.org/education/ict

Teachers of the 21st Century Learning

Benitez, Darwin F. Dumayag, April S. Kalaw, Acza Jaimee C.

EDTECH 210
Second Semester, 2012-2013

Ferdinand B. Pitagan, PhD

Assistant Professor University of the Philippines Diliman, Quezon City
Office: MITC Consultation Hours: Tue & Thu / 9:00 11:00PM / 4:00 5:30PM

Looking

Ahead:

Driving For Change

Todays panorama of educational system has gone to an extreme development. The conventional philosophy and principles that withheld for long time by scholars, for instance, were even revolutionized for them to run through with modernity. As such, teachers who are in direct effect of this educational progress need to immerse more with the prevailing fashion of educational landscape. So to speak is the emergence of ICT and its widespread integration within schools premises. Undoubtedly, the materialization of these changes created a deep and irreversible influence on the majority of educational borders. The real implication of this modernity of instructions for teachers, in particular, and what role they will play so as to deliver the most advance and authentic learning might soon be a response for these changes. Also, are the skills do educators need to acquire and develop so as to bring the most updated and up-to-the-minute relevant skills for their valuable clients-the learners.

Teachers need to be able to draw on rich repertoire of ICT integration and transformation models backed by sound understanding of the pedagogical underpinning. Teachers whose professional development is characterised by online conversations are more likely to understand the applicability of social interaction models of learning to online experiences Impacts of ICT in Education: The Role of the Teacher and Teacher Training -A.K. Jager and A.H. Lokman The questions concerning ICT and education focuses on answering the following issues: (1) What is the teachers prospective role in a richly ICT-designed learning environment and (2) What competencies are required for this role? Findings: Schools and teachers should be able to design their own educational situation, possibly choosing from the varied potential ICT has to offer. Teachers become counsellors of the learning process, however, knowledge of subject matter remains important. ICT skills and how a teacher create a powerful learning environment are necessary in ICT integration. The teacher depends on the specific situation in the school and therefore, he/she cannot act autonomously. It is important to stimulate a collective approach of solving problems in teaching and learning situations. The Role of the Human Teacher in Learning Environments of the Future -Carolyn Dowling Considering the useful contribution of educational technology on its actual efficacy in promoting learning, what might be the special contribution does a human teacher make to learning, and to what extent might it be replicated or even surpassed by current or future examples of agents of technology within learning environments that are wholly or partly electronically based. Findings: Learning Environments of the Future Collaborative and cooperative work Vygotskian notion scaffolding Authentic learning

What Human Teachers Can Do ? By virtue of overall life experience and sophistication as a communicator, teacher serves as model and facilitate co-operative learning behaviours. What pedagogical agents can do? Computer-programs and other pedagogical agents support human learning, by interacting with students in the context of interactive learning environments . It has been suggested that even the most heavily personified of computer programs suffer from an intrinsic lack of ability to participate in the metacognitive aspects of learning. Further, reductionist analysis of the component parts of the holistic activity of teaching with a view of reproducing it through the actions of multiple agents adequately reflects the contribution of the human teacher to students learning.

HOW ICT SUPPORTS TEACHERS AND NEW WAYS OF TEACHING/LEARNING

Supporting teachers with technology: don't do today's jobs with yesterday's tools -Mary Fontaine Underlying use of ICTs as support tools for teachers, focuses on professional development, or computer mediated professional development (CMPD) programs. Findings: (CMPD) or distributed learning can be described as training, seminars, course work, communication, and networking that takes place using the computer as a principal vehicle or an adjunct for the activities. With ICTs, there is opportunity for a high level of interaction among students, the instructor and the computer-mediated material. > At a distance > Pedagogical advantages. > Virtual communities > Into the classroom. > Online libraries > Cost reduction While it is unlikely that traditional teacher training approaches can meet this growing need properly, ICTs present realistic opportunities to do so.
Reference: http://www.unescobkk.org/education/ict

NEW ROLES OF TEACHERS IN THE ICT ENVIRONMENT

The Emerging Repertoire Demanded of Teachers of the Future: Surviving Transition. -Janine Bowes Teacher as leader broker, a knowledge systems expert and a learning strategist, imply a range of skills and competencies that may seem daunting to most current teachers. -> talks about how it translates to reality -> how challenges in role description might be met Findings: Drawing from experiences in developing online learning communities and information exchange systems can examine how teachers can be empowered to meet multiple demands by building their repertoire based on authentic professional learning activities. Scenario of the future teacher acts as learning FACILITATORS to students on an individual basis . Effective use of ICT in classroom practice depends on teachers explicitly addressing the question: Given a student learning outcome, in what way, if at all, can the use of ICT add value?