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30 views3 pages

Webinar

Uploaded by

noureddinebarakeh1995
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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First I would like to thank EduLead for giving us the opportunity to reach such stage in knowledge and

confidence. I would also like to thank the people who made technology easier in our school and
specifically Ms. Mirna Baba, Mr. Housam Kayello and Mr. Abedulwadood Nakouzi.

Before I start

Technology, in one form or another, has always been part of the teaching and learning environment. It is
part of the teacher’s professional toolbox. In other words, it is among the resources that teachers use to
help facilitate student learning. Technology has changed dramatically over recent decades. The
increasing variety and accessibility of technology has expanded the toolbox and the opportunities
teachers have to use technology. Computer devices are more powerful and come in different forms,
from those that sit on our desks to those that sit in the palm of our hands. The internet connects those
devices and connects students to each other in the classroom, through the school and around the world.

The role of technology in education:


Learning with technology has become essential in today’s schools. Worldwide, governments, education
systems, researchers, school leaders, teachers and parents consider technology to be a critical part of a
child’s education. I think it is acknowledged that advances in technology have an influence on the way
people create, share, use and develop information in society, and that young people need to be highly
skilled in their use of information and communications technologies (ICT).

The need to keep pace with society and prepare students for their roles in society are just two reasons
to use technology in education. Educators and researchers point to the potential of technology to
increase motivation and engagement of learners, cater for different learning styles and improve learning
outcomes. When we talk about technology in teaching and learning, the word ‘integration’ is often used.
The idea of integrating technology into the curriculum came about through a concern that we may have
been teaching about and teaching how to use technology but not addressing how students can apply
technology related knowledge and skills. To address this problem, there was a move to integrate
technology into each key learning area.

The important role that technology plays in education gives teachers the opportunity to design
meaningful learning experiences that embed technology. This is not a new area for teachers; we have
always considered the tools and resources that can best support learning activities for students.
However, advances and accessibility of technologies have made the possibilities seem almost endless.

Learning with technological tools


The curriculum guides teachers to facilitate the development of adaptable and flexible learners who
know how to take on new tasks and situations, quickly and easily. Students will need to be good
communicators who can competently discuss topics with others and effectively share their ideas in
many forms and for different purposes. Students will need to possess excellent collaboration skills and
be able to work together with many different types of people, each of whom has her or his own special
disciplines and unique ways of learning and working together. Furthermore, students will need the
ability to create in a variety of manners and bring their visions and ideas alive through different types of
media. In this section, we discuss the ways in which students can learn to understand, communicate,
collaborate and create using different modes of technology, and how teachers can use technology to
assist their students in transforming knowledge and skills into products, solutions and new information.

Digital learning resources


Digital learning resources support information processing by helping students to develop mental
representations through the mix of media elements presented to them. Digital learning resources
include content and, sometimes, learning activities. They combine multimedia elements including text,
image, video and audio to present information. Research on multimedia learning have demonstrated
more positive outcomes for students who learn from resources that effectively combine words and
pictures, rather than those that include words alone.

Student attention and engagement with these resources helps them to process the information into
working memory. When students meaningfully interact with the multimedia information, they encode
this information into their long-term memory. This meaningful interaction might involve learning
activities within the digital resource itself and/or as a lesson that is created by the teacher. However, not
all information presented in multimedia form support learning. For learning to occur, the resources
themselves need to be designed using sound educational principles, and need to be purposefully
integrated into the learning experience by the teacher. Educational theory provides direction for both
the effective design of the resources and how a teacher can best use those resources with students.
Cognitive load theory, developed by John Sweller (1988), tells us that learning resources must be
designed to reduce the load on our working memory in order for us to be able to construct schema.
Effectively designed digital learning resources:

1. exclude information and activities that are not directly related to schema construction

2. focus on information and activities that directly relate to schema construction

3. clearly identify the complexity of learning materials and experience of learner.

These principles guide teachers in evaluating the digital learning resources that they might want to use
with their students. Teachers can assess resources for how directly they cover the topic being taught,
how clearly the information is conveyed and how directly activities within the resources support student
learning. And teachers can ensure that the lessons they design using these resources are also focused on
the topic and take their students’ abilities and experience into consideration. Teachers use digital
resources for a variety of purposes and in many ways, including:

• As a way to introduce students to a topic

• As part of a teacher lecture or demonstration

• As a stimulus to group or whole-class discussion


• To provide students with access to different text types

• To engage students in activities that are not possible in the classroom

• To allow students to work at their own pace as a review or extension activity.

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