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Innovative Classroom Teaching: Digital Pedagogies for Today’s Classroom

Dr Chris CampbellThe University of Queensland

Today I will be speaking about:

• Roll of ICT in teaching

• Technological Pedagogical and Content Knowledge (TPACK)

• Assessment with ICT

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The role of ICT in teaching, learning and assessment

• The integration of ICT can support a range of teaching, learning and assessment approaches that:– enhance learning opportunities through access to a range of

resources, stimulus materials and learning tools

– provide increased opportunities for student engagement and motivation

– equip students with the necessary knowledge and skills to use ICT to support 21st-century learning

– support the development of effective student research and evaluation skills

– promote critical and creative thinking skills

– increase opportunities to work collaboratively, locally, nationally and globally.

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ICT as a Tool

• For Teachers:– Professional resource– Mode of classroom delivery– Source of valid and valuable text types

• For Students:– Provides opportunities to communicate more effectively– Develop literacy skills– Valuable tool for researching, composing and

responding, as well as viewing and representing

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• Needs to be integrated into the curriculum

• Including into units of work – research suggests

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National Curriculum (Australian)

• ICT general capability

• Draft Technologies Curriculum is now available

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In Australia: ICT General Capability

• Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. ICT capability involves students in learning to make the most of the technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

• ICT capability is an important component of the English curriculum. Students use ICT when they interpret and create print, visual and multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically. In particular, they employ ICT to access, analyse, modify and create multimodal texts, including through digital publishing.

• As students interpret and create digital texts, they develop their capability in ICT including word processing, navigating and following research trails and selecting and evaluating information found online.

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The ICT capability is an important component of the curriculum. Students use ICT when they interpret and create print, visual and multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically. In particular, they employ ICT to access, analyse, modify and create multimodal texts, including through digital publishing.

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By birgerking@Flickr

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• http://www.teacherfeature.aitsl.edu.au/node/272

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By integrating ICT into the English Curriculum

Will improve students:

• Writing and reading skills• Improve and develop speaking and listening skills• Support collaboration, creativity, independent learning and

reflection

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By integrating ICT into the science curriculumStudents use:• Databases, CD-ROMS and the Internet to access

information

• Spreadsheets to assist with gathering, analysing and presenting data

• Use ICT to enhance learning (and as a tool for learning), eg photos, creating ebooks etc.

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The Teaching Teachers for the Future Project

• ALTC, ACDE, ESA, AITSL in conjunction with ACCE

• Project aims to enhance the quality of technology integration for learning and teaching in Australian Schools 

• Project funded by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) through the ICT Innovation Fund

• Project Dates: 1st Jan 2011- 31st May 2012• Prepared by ALTC and ACDE

and all 39 tertiary institutions!

The Technological Pedagogical Content Knowledge (TPACK) conceptual framework espoused by Mishra and Koehler (2006) underpins much of the work in the project.

The TTF project comprises three components:• Component 1 – led by AITSL: build explicit ICTE dimensions to elaborate the

Graduate Teacher Standards of the National Professional Standards for Teachers• Component 2 – led by ESA: develop digital ICTE resources in the four

Australian curriculum Areas (English, Mathematics, History and Science)• Component 3 - led by ACDE and teacher education institutions: ICT Pedagogy

Officers will work with teacher educators and pre-service teachers to develop and share exemplary ICTE curriculum and pedagogy.

The Teaching Teachers for the Future Project - Packages

• Development of teaching packages for 4 curriculum areas

• Remixing Shakespeare: Working with A Midsummer Night’s Dream

• http://www.ttf.edu.au/english/english-listing.html

• Authentic video examples• http://www.ttf.edu.au/show-video.html?resid=1375

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Using Twitter

• 140 characters to use

• http://edudemic.com/2012/04/100-ways-to-use-twitter-in-education-by-degree-of-difficulty/

• http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom

• Information available to use Twitter Feeds

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The key to using technology:

Evolution to e-teaching

Start with an existing teaching method

Choose an idea to implement

Experiment with ideas (both planned and unplanned)

Share and reflect on experiences with others

Embed ideas within normal teaching methods

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Self Directed Learning

• Khan Academy has over 3000 video tutorials.

• Since 2006 the Khan Academy has had its tutorials viewed over 187 million times.

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Using videos for homework and conducting problem based authentic learning tasks can increase student engagement and

promotes the use of ICT.

Assessment with ICT

• Within the timeframe of the unit different decisions become relevant.

• Need to pay attention to these decisions.

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Landscape of Formative Assessment Timeframe of

Formative Relevance

Within Lesson Next Lesson Next Week

(within Unit)

Transition (next Unit, next Term,

next Year)

Key Teaching Decisions

Who needs help, and what help do they need?

What learning intentions are relevant and challenging?

What Strategies and Activities are effective with

my class?

Where are students at with their learning, what are their

passions, how should we group students?

Gen

eri

c S

trat

egie

s

Structured Teacher Observation Structured Teacher Observation

Impromptu Questions with instant feedback

Impromptu Questions with instant feedback (collated)

Whole class assessment with instant results

Whole class assessment with instant results /analysis post

assessment

Comparison of whole class assessments analysis post

assessment

Student Self Assessment / Peer Assessment

Student Self Assessment / Peer Assessment

Student Self Assessment / Peer Assessment

Aggregation of data across multiple assessments / classes /

cohorts to product trend analysis

Aggregation of data across multiple assessments / classes /

cohorts to product trend analysis

Student Feedback Evaluations Student / Parent / Carer Feedback Evaluations

Standardised Benchmark

Assessment

THANK YOU

Dr Chris Campbell

chris.campbell@uq.edu.au

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