NEW PARADIGM IN
EDUCATIONAL TECHNOLOGY
AND TVET
1
Prof.Madaya Dr. Ruhizan Mohammad Yasin
Faculty of Education
Economic Development
Environment
Social Wellbeing
Education
for
Sustainab
le
Developm
ent
(ESD)
Three Major Global Trends Affecting Tvet
Educators For The Next Generation
TECHNOLOGY IN EDUCATION :
EXPLORING 21
ST
CENTURY
A Chronology of Learning Technology
Years
Description
1450
Johannes Gutenberg introduce the frst
western printing press
1840
First correspondence study (a secretarial
program focused on teaching shorthand)
1900s
Audio recording
1920s
Radio stations
1930s
Television
1960s
Satellite, pre-world wide web internet (text
based databases and discussion boards)
1980s
Fibre optic, audiovisual tech/CD-Room
1990s -
present
World Wide Web
Applications of Computer-oriented Approach
Drill & Practice,
Tutorials,
USAGE
Self-paced
Instruction
Self-paced
Instruction
Asynchronous &
Synchronous
Virtual
Classroom
PEDAGOGIC
AL BASE
Behavioral
Objectives
Behavioral
Objectives &
Changes in Media Applications
From
To
Single Sense
Stimulation
Multi Sensory
Stimulation
Single Media
Application
Multimedia
Application
Delivery of
Information
Exchange of
Information
Monologue
Communication
Dialogue &
Collaborative
Changes in Learners’ Roles
From
To
Passive Learner
Active Learner
Reproducer of
Knowledge
Producer of
Knowledge
Dependent Learner
Autonomous Learner
Changes in Curricula & Delivery
From
To
Memorizing Facts
Inquiry Based
Artifcial Teaching
Exercises
Authentic Learning
Rigid Delivery
(Fixed Time & Space)
Open & Flexible
Delivery (Anytime &
Anywhere)
Single Path
Progression
Multi Path
Progression
Potential of ICTs in Teaching
Technology Potential
Method of Application by Teachers
Improved
Teaching Practice and Learning
• Resources for teaching abstract concepts,
complex systems, problem solving and basic skills
• Resources for group work and collaborative inquiry
• Building and maintaining a class or course Website
• Adaptable to various student learning styles and special needs
• Using ICT in preparing quizzes and exams for students
• Improve teaching practice: Use ICT to improve teachers’ subject knowledge and improve
pedagogical practices, and to assist teachers in planning objectives, structuring lessons.
Assisting with Daily Tasks
• Preparing lesson plans: Online databases, CD-ROMs, videodiscs, and other electronic sources
• Help teachers create, customize, and update lessons.
• Tracking student progress: Grade book programs and databases to update student profles and
maintain records.
• ICTs will free teacher and administrator time and improve data storage and fow.
• Communicating: Telephone, voice mail, e-mail to contact parents, other teachers, or administrators to plan meetings, discuss student and
Potential of ICTs in Teaching
Technology Potential
Method of Application by Teachers
Enhancing Professional
Development and Mentorship
• Just-in-time training and support: Satellite, video, cable, or computer access to new ideas, master teachers, and other experts for training and
follow-up
• Formal courses and advanced degrees:
• Distance learning technologies for courses not available locally.
• Using ICT in communication with colleagues:
Online contact with teacher colleagues and other experts; exchanging materials and lesson plans Preparing New
Teachers • Models of efective teaching: Video can take prospective teachers into classrooms to watch efective teachers in action.
• Computer and video simulations and case studies:
• Give prospective teachers practice solving teaching challenges in a nonthreatening environment
• Electronic networks:
• Minimize violation during feld experiences; provide support and interaction with college faculty or mentors.
Integrating ICT in Teaching and Learning
CAI‐Multimedia‐E‐
leaning‐
U‐learning‐M‐learning
Interactive‐ Flexible‐
Multi Sensory‐
Engaging‐
Collaborative
The Conceptual Framework For The Design, Implementation,
Monitoring And Evaluation Of ICT Projects In Education
Key Concepts Of ICT Literacy
Basics
skills
Be able to open software, sort out and save information on the
computer and other simple skills in using the computer and
software.
Download
Be able to download different information types from the
internet
Search
Know about and be able to get access to information
navigate
Be able to orient oneself in digital network, learning strategies
in using the internet.
Classify
Be able to organise information according to a certain
classification scheme or genere
Key Concepts Of ICT Literacy
Source: Erstad (2009)
Evaluate
Be able to check and evaluate if one has got the information one
seeks to get from searching the internet. Be able to communicate
information
Communicate Be able to communicate information and express oneself
through different mediation sources
Cooperate
Be able to take part in net-based interactions of learning, and
tahe part in networks
Create
Be able to produce and create different forms of information as
multimodal texts, make web pages and so forth. Be able to
Blended Learning
Blended learning can be defined as an educational approach that
combines different models of face to face and distance education
and makes use of all technology types belong to educational
studies. (Kose, 2010)
Figure : A diagram of the blended learning formed with face to face education and e-learning (Kose, 2010)
blended learning face-to-face education
K
Past, Present & Future
Figure : Progressive convergence of traditional face to face and distributed
Why Blended ?
1.
Improved pedagogy.
2.
Increased access and fexibility.
Categories of Blended Learning System
Primarily focus on addressing issues of access and convenience for example, blends that are intended to
provide additional fexibility to the learners or blends that attempt to provide the same opportunities or learning experience but through a diferent modality.
Enhancin
g blends Allow incremental changes to the pedagogy but do not radically change the way teaching and learning occurs. This can occur at both ends of the spectrum. For example, in a traditional face-to-face learning environment, additional resources and perhaps some supplementary materials may be included online.
Transform ing
blends
Example of Pedagogical Strategies For
Blended Learning
(Jung & Suzuki, 2006)
Purposes of BlendedLearning Example of Effective Strategies
1. Open Interaction • Creating small group debate/discussion teams
• Encouraging integration of classroom lectures and reading in debate and discussion.
• Assigning facilitator and wrapper.
• Integrating online activities in evaluation of student performance.
• Reducing classroom time during online activities.
2. Knowledge
creation •• Inviting external expert to online classroomCombining asynchronous and synchronous online interaction.
• Promoting anchored learning by requiring students to preview materials for online discussion.
• Integrating online activities in evaluation of student performance.
Example of Pedagogical Strategies For
Blended Learning
(Jung & Suzuki, 2006)
Purposes of
Blended Learning Example of Effective Strategies
3. Information
Distribution •• Posting articles to read before each class begins.Posting materials used during class to review afterward.
• Tracking student viewing of articles and materials.
• Sending personal messages to students who do not check articles and materials
4. Efficient
Managment •• Allowing electronic submission of assigments.Creating a list of standardized feedback
Blended Learning Model - University of Bath U.K (Kelly, 2005)
Top 10 Challenges of Blended Learning
(Hofmann, 2010)
Technical challenges
1.Ensuring participants can successfully use the technology.
2.Resisting the urge to use technology simply because it is available.
Organizational challenges
3.Overcoming the idea that blended learning is not as efective as
traditional classroom training.
4.Redefning the role of the facilitator.
5. Managing and monitoring participant progress.
Instructional design challenges
6. Looking at how to teach, not just what to teach.
7. Matching the best delivery medium to the performance objective. 8. Keeping online oferings interactive rather than just “talking at”
participants.
9. Ensuring participant commitment and follow through with
“non-live” elements
Potential uses of ICTs in TVET
Planning Model To Integrate Icts In TVET
Planning
The planning phase involves the needs’ assessment of the organization and learners in relation to the capacity of the teaching and learning
technologies. The planning phase includes the following steps:
1. Develop a team: bring all key stakeholders together to ensure buy-in and sound decision Making.
2. Assess organizational needs: assess previous e-learning experience, and assess support for e-learning and determine benefts.
3. Defne learners’ needs and expectations: establish benchmarks regarding computer literacy, language skills, access to information and communication technologies, and learning needs.
4. Understand how e-learning is diferent: analyze the diferences
between e-learning and other traditional delivery approaches, such as classroom-based, instructor-led training.
5. Defne the work processes to be involved in e-learning: determine the work processes, programmes, or courses within which e-learning will be integrated, and how technology will be used.
6. Assess and leverage existing ICTs: assess existing infrastructure, equipment, courseware, e-learning experience, and trainers and employee ICT literacy.
7. Defne the budget: assess all costs and determine where the money will come from.
8. Get a seat at the information technology system table: build rapport and working relationship with IT colleagues.
Building
The purpose of the Building phase is to develop an e-learning model complete with external vendors, suppliers and outcome measures to assess programme success as described in the following steps:
1. Assess the vendor market and products: develop criteria for assessing vendors of e-learning products.
2. Research e-learning options by content, technology, and service: assess proposal of content providers, technology providers, and service providers; examine programme requirements to determine if content should be developed internally or externally. 3. Develop measures: identify key success factors and develop an evaluation plan. 4. Involve employee in content development: engage employees in the content
development; they can be provided with a template that they can populate with their knowledge.
5. Re-purpose content with caution: assess existing instructional materials that can be used and packagedso they can fully beneft from the interactive possibilities of e-learning delivery.
6. Leverage equipment supplier training: develop partnership with equipment supplier to gain access to existing e-learning packages.
7. Partner with other organizations: develop partnership with other
institutions/organizations to gain ccess to existing e-learning packages.
Integration
This phase is designed to promote e-learning to administrators, instructors, and learners, providing professional development as required and collecting data as the process evolves.
1. Integrate, do not implement: implementation is a top-down approach, integration is a more collaborative approach that can assist in building a successful e-learning
community.
2. Develop e-literacy: develop an e-literacy programme to assist learners in becoming familiar with ICTs.
3. Provide adequate ICTs: ensure the availability and accessibility of ICTs in sufcient quantities.
4. Train the trainers: integration of e-learning requires a unique skill set, provide adequate training to instructors.
5. Track, link, and measure: use all data collected to monitor the success of e-learning. 6. Provide time to learn: time is a barrier to e-learning, it is imperative to provide
adequate time to all.
7. Develop mechanisms for content management and upgrading: establish a system to manage and update content.
8. Communicate: communicate the importance of e-learning to all stakeholders.
9. Build communities: build e-learning communities on the basis of specifc knowledge or content areas to solve problems, learn together, and construct and share
Improvement
This phase of the e-learning integration process focuses on
improvement by researching new technologies, approaches,
strategies, and techniques.
1. Check and evaluate: analyse all data collected to identify
strengths, weaknesses, successes, and failures.
2. Determine improvements: identify areas of e-learning needing
improvement.
3. Assess and integrate new technologies: keep abreast of
technological development in e-learning and integrate
technologies that facilitate and enhance learning.
Cost Implementation Of Ict−mediated Teaching
And Learning In Tvet
Toolkit to plan the ICT communication
strategy in TVET
Who
– Person who is responsible for delivering the
communication.
What
– The type of communication that must be delivered.
Why
– The purpose of the communication plan, i.e. to establish
and enforce a contract for communication.
Where
– The location where the recipient will fnd the
communication.
When
– The time and/or frequency at which the communication
will be delivered.
How
– The delivery mechanism that will facilitate the
communication.
Examples Web 2.0
Moodle,
Jomla,
Wikis,
facebook,
skype,
slideshare,
youtube
CONCLUSION
Globalization & knowledge society, climate
change and sustainable development as
well as ICT revolution, paint a big picture of
the emerging roles of teachers and learners
in an equally emerging learning and work
environment.
ICT development plays role of catalyst for
such educational reform.
Web 2.0 and 3.0 ofer platform for blended
learning to assist the learning of Y
THANK YOU
LIST OF REFERENCES
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