|
|
| Appendix
IV
Workshop
Activities
Highlights
of the Workshop are as follows:
|
| a)
|
Overview
of the Project and Structure of the Workshop
Dr Toni Downes
gave a brief history of the project to let the participants be
aware of the accomplishments since the project started. She also
gave a glimpse on the project accomplishments:
|
| |
i. |
First
Task Force Meeting in Chiang Mai, Thailand held in March 2002 |
| |
ii. |
Scoping
Visits in Indonesia, Malaysia, Thailand, and Vietnam in April
and May 2002 |
| |
iii. |
Second
Task Force Meeting at SEAMEO RECSAM, Malaysia in June 2002
|
| b) |
Review
on Australian Activities and Experiences
Highlights
of the group discussion were as follows:
|
| |
i. |
There
is a big difference between Australia and SEAMEO Countries in: |
| |
|
•
access to infrastructure, schools and curriculum;
• decentralized decision-making in schools; and
• degree of integration on ICT into the school subjects. |
| |
ii. |
The
four project participating countries will really benefit from
these visits for they can choose from the existing examples what
are adaptable in their countries. |
| |
iii. |
Examples
of the minimum use of ICT in teacher training situations, minimum
competencies in teacher training curriculum at multiple levels and
ICT standards are applicable in the four countries.
|
| c) |
Lecture-Discussions
The reference
Group focused their lectures on the following topics. Each lecture
was followed by discussions to clarify some points.
|
| |
i. |
ICT
Application in Mathematics and Science Teaching Methods by Ms
Michelle Williams from the Australian Council for Computers in
Education, Australia |
| |
ii. |
Use
of ICT in Science Teaching: A Research Report by Ms Marjorie Colvill
from the Australian Science Teachers Association, Australia |
| |
iii.
|
Use
of ICT in School Mathematics by Mr Will Morony from the Australian
Association of Mathematics Teachers, Australia |
| |
iv. |
A
Website Support Learning System in Science Education Subjects by
Dr Peter Aubusson of the University of Technology, Sydney, Australia |
| |
v. |
Use
of Web Page in Secondary School Science Teaching and in Pre-service
Teacher Education Programs by Prof Dick Gunstone of Monash University,
Melbourne, Australia
|
| d) |
Structural
Elements and Strategies for Model of ICT Integration in Pre-service
Teacher Education Programme
Dr Toni Downes presented the draft list of structural elements and
strategies for model of ICT integration in pre-service teacher education
programmes.
|
| e) |
Finalization
of the Structural Elements
In
consultation with the Task Force, the structural elements of the
Model were finalized as follows:
|
| |
v. |
Integration of the Effective ICT Practices in Professional Experience |
| |
viii. |
Networking
and Getting Along Well with the Community
|
Draft
list of
Structural elements and Strategies for model of ICT integration
in Pre-Service Teacher Education Programmes
(adapted from Making Better Connections, Table 4.1, pg 32)
|
| A. |
Clear
programme statements of rationale and goal of ICT use in teacher
education |
| B. |
Separate
ICT core subjects---skill acquisition |
| C. |
Separate
ICT core subjects---curriculum/pedagogy |
| D.
|
Separate
ICT core subjects---curriculum/pedagogy/use with school students |
| E. |
ICT
Electives---skill acquisition |
| F. |
ICT
Electives---curriculum/pedagogy |
| G. |
ICT Electives---curriculum/pedagogy/use with school students |
| H. |
Integration into few/some strands/subjects |
| I. |
Integration
into many/strands/subjects |
| J. |
Integration
in professional experience |
| K. |
Graduate
capabilities defined and elements of course identified as having
main responsibility for developing and/or demonstrating capability |
| L. |
Graduation
dependant on student-teacher’s demonstrating capability |
| Teaching, learning
and assessment strategies |
| M. |
Diffusion---modelling and use across course in classes and for assessment |
| N. |
Diffusion---use
as channel of communication, course delivery, provision of course
resources |
| O. |
Range
of formal and informal strategies for developing ICT skills that
take account of the diverse technical expertise and experiences
of student teachers. |
| P. |
Face-to-face
use with students in school expected as part of learning experience
or assessment tasks within particular subjects |
| Q. |
Online
use with children expected as part of learning experience or assessment
tasks within particular subjects |
| R. |
Planning,
teaching and evaluation of use of ICTs for learning expected as
part of professional experience requirements |
| S. |
Modelling
by classroom teacher expected as part of professional experience |
| T. |
Online
interactions with students in schools for project/learning—virtual
practicums |
| U. |
Online
interactions with teachers/professionals communities as part of
core learning experiences |
| V. |
Online
mentoring of student-teachers when they are on practicum placement,
or in early years after graduation |
| W. |
Partnerships
with schools so that student teachers, classroom teachers and teacher
educators engage in inquiry or development projects around the use
of ICTs for teaching and learning |
|
