Teaching IT/Computer in SchoolTeaching IT/Computer in School

Computer Computer SystemSystem

Network Network TechnologyTechnology

Communication Communication TechnologyTechnology

PowerPointPowerPointTopics TaughtTopics TaughtExcelExcel

Webpage Webpage publishingpublishing

Visual Basic Visual Basic ProgrammingProgramming

Logo Logo ProgrammingProgramming

MSWordMSWord

Security Security IssuesIssues

CJ inputting CJ inputting methodsmethods

Pascal Pascal ProgrammingProgramming Computer Computer

EthicsEthics

Information Information AgeAge

GIF AnimationGIF Animation

PhotoImpactPhotoImpact

MS AccessMS Access

Teaching IT/Computer in SchoolTeaching IT/Computer in School

Social Social IssuesIssues

Multimedia Multimedia ProductionProduction

Computer Computer ApplicationsApplications

DiversificationDiversification

Computer/ Computer/ Communication/ Communication/

Network Network TechnologyTechnologyWord Word

ProcessingProcessing

ProgrammingProgramming

Information/ Information/ Knowledge Knowledge

ManagementManagement

Teaching IT/Computer in SchoolTeaching IT/Computer in School

DiversificationDiversification Weak Weak Conceptual Conceptual

LinkageLinkage

FragmentationFragmentation

Problems/ChallengesProblems/Challenges

Content Content VolatilityVolatility

T: I can only teach the skills in using PhotoImpact without any sense of aesthetics…..

T: I’m afraid of touching on those social issues since I have no undergraduate training related to this area!

T: Students find it difficult in learning software packages since they share very little similarity ….

T: It’s difficult to prepare notes since new version comes up every year!

Which Teaching Approaches Which Teaching Approaches and Methods to adopt?and Methods to adopt?

deductive approach?deductive approach? inductive Approach?inductive Approach? task-based approach?task-based approach? problem-based approach?problem-based approach? project-based approach?project-based approach?

http://www.broward.k12.fl.us/ci/strategies_and_such/teaching_strategies.htmlReference:

http://staff.ed.uiuc.edu/m-weeks/induct.htmlhttp://lrs.ed.uiuc.edu/students/m-weeks/deduct.html

http://www2.imsa.edu/programs/pbl/cpbl.htmlhttp://pblmm.k12.ca.us/PBLGuide/WhyPBL.html

Deductive ApproachDeductive Approach

students are first taught students are first taught general general rulesrules, and are then asked to apply , and are then asked to apply them to particular situations to them to particular situations to reinforcereinforce learning. learning.

Inductive ApproachInductive Approach

Through interpreting given examples Through interpreting given examples and analysis of data (with teacher’s and analysis of data (with teacher’s guidance), students ‘guidance), students ‘discoverdiscover’ and ’ and make make generalisationsgeneralisations by by themselves. themselves.

Which Teaching Approaches Which Teaching Approaches and Methods to adopt?and Methods to adopt?

deductive approachdeductive approach

inductive Approachinductive Approach

task/problem/task/problem/project-basedproject-based

Which Teaching Approaches Which Teaching Approaches and Methods to adopt?and Methods to adopt?

Hands-holding approach

Self-exploratory approach

Balance point: appropriate scaffolding + anticipated exploration

Task-base learningTask-base learning

1.1. Illustration of the task/productIllustration of the task/product• What? What? authentic examples authentic examples• Why? Why? relevance, purpose, linkage with relevance, purpose, linkage with

other subject domains or their daily-life other subject domains or their daily-life experienceexperience

• How? How? planning; help students identify planning; help students identify different components of the task; sub-taskingdifferent components of the task; sub-tasking

2.2. Illustration of skills or concepts at the beginning Illustration of skills or concepts at the beginning of each sub-task of each sub-task

3.3. Allocation of reasonably sufficient amount of Allocation of reasonably sufficient amount of time for students to do the sub-tasktime for students to do the sub-task

4.4. Conclusion and summaryConclusion and summary

Sub-taskingSub-tasking

Illustration of the taskIllustration of the task

Sub-task 1Sub-task 1

Sub-task 2Sub-task 2

Summary/conclusionSummary/conclusion

Student workStudent work

Student workStudent work

Briefly summarize what have been achieved

Illustrate key concepts or skills

Supply students with instruction guide

Templates for each sub-task

Establish the purpose, legitimacy and motivation

capable students can accomplish the task at a faster pace

Fragmentation and DiversificationFragmentation and Diversification

ChallengeChallenge How to work with other subject How to work with other subject

teachers to derive meaningful teachers to derive meaningful tasks from or across subjects?tasks from or across subjects?

PhotoImpact → Arts TeacherPhotoImpact → Arts Teacher Excel → Math. TeacherExcel → Math. Teacher (e.g. teaching system of equations/ (e.g. teaching system of equations/

quadratic equations etc. )quadratic equations etc. )

Weak Conceptual LinkageWeak Conceptual Linkage

ChallengeChallenge How should I teach students How should I teach students

PASCAL programming so that they PASCAL programming so that they could have better could have better transferrabilitytransferrability of of knowledge in understanding knowledge in understanding Visual Visual Basics, JAVASCRIPT, JAVA, C++, Basics, JAVASCRIPT, JAVA, C++, ActionScript, Lingo Script, PHP, etc?ActionScript, Lingo Script, PHP, etc?

Weak Conceptual LinkageWeak Conceptual Linkage

Commonality Among LanguagesCommonality Among Languages How to fire an action under certain How to fire an action under certain

condition(s)?condition(s)? How to fire a set of actions How to fire a set of actions

repeatedly?repeatedly? How to reuse a set of instruction How to reuse a set of instruction

without bothering to rewrite it again?without bothering to rewrite it again? etc.etc.

Content VolatilityContent Volatility

What is the difference between What is the difference between learning algebra and learning algebra and learning the use of a web learning the use of a web

publishing tool?publishing tool?

AlgebraWeb publishing tools, e.g. DW/ Flash/ Director/ Authorware

Well-defined & logically structured

ill-defined, depending on the designer’s conception of the nature of problems and how they are to be solved.

Content VolatilityContent Volatility

Challenge 1Challenge 1 Problem/Task oriented Approach:Problem/Task oriented Approach:

Learning computer application is Learning computer application is meaningful only when it is used to meaningful only when it is used to solve a meaningful task. solve a meaningful task.

Content VolatilityContent Volatility

Challenge 2Challenge 2 How to equip students with How to equip students with

necessary skills so that they are necessary skills so that they are competent enough to explore and competent enough to explore and learn on their own?learn on their own?

How to help student develop a How to help student develop a habit of looking up the HELP habit of looking up the HELP menu, relevant websites, etc.?menu, relevant websites, etc.?

Issues to considerIssues to consider

Nature of Tasks/ Nature of Tasks/ ProblemsProblems

DeliveryDeliveryQuestioningQuestioning

•Avoid always hands-holding

•Allow exploration but with sufficient scaffolding

•Break up the task into appropriate sub-tasks.

•Avoid irrelevant and close-ended questions

•Think ahead one or two key conceptual question(s)

•Encourage more students to participate

•Is the task/problem interesting enough?

•Is the task/problem challenging enough?

•Break down the task/problem into more achievable sub-task/problem

Teaching IT/Computer in SchoolTeaching IT/Computer in School

Lesson Planning RevisitLesson Planning Revisit

Why should we bother Why should we bother spending time writing lengthy spending time writing lengthy lesson plans to satisfy the lesson plans to satisfy the requirements of PGDE requirements of PGDE supervisors?supervisors?

Lesson Planning RevisitLesson Planning Revisit

Thinking through the Thinking through the purposes and structure of purposes and structure of one’s teaching activitiesone’s teaching activities

Lesson Planning RevisitLesson Planning Revisit

It ensures that the key aspects of a It ensures that the key aspects of a lesson are well thought out, and lesson are well thought out, and that the lesson is suitably that the lesson is suitably designed to achieve clearly designed to achieve clearly defined objectivesdefined objectives

Recall: Lesson PlanRecall: Lesson Plan

Lesson planLesson plan

the SETthe SET

student activities

homework

key key questionsquestions

evaluation

introduction

development

summary

teacher activities

Advanced organizer

Building up The SET Building up The SET

RelevancyRelevancy

LinkageLinkageInterestInterest

DurationDuration

Building up The SET Building up The SET

What you What you teachteach

What they What they learnlearn

≠≠＞＞＞＞

Questioning TypeQuestioning Type

Close-ended Close-ended questionsquestions

Open-ended Open-ended questionsquestions

low order thinking low order thinking quick feedbackquick feedback

Promote high order thinking Promote high order thinking exploratory talksexploratory talks

Nature of activityNature of activity

Low level skillsLow level skills

Drills and Practices

Nature of activityNature of activity

Challenge Challenge aheadahead

How can we make the activities or tasks more authentic and meaningful?