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ICT LITERACY 8 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM

ICT LITERACY 8 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM. LECTURER: MR J.R. Powell, B.A., M.sC. THE NEXT FEW WEEKS. THEMES UNDER THE MICROSCOPE… ACCESSIBILITY TEACHER ROLES WITH TECHNOLOGY THE GLOBAL CLASSROOM ASSIGNMENTS WEEKLY READINGS ON THEMES

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ICT LITERACY 8 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM

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  1. ICT LITERACY8PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM LECTURER: MR J.R. Powell, B.A., M.sC

  2. THE NEXT FEW WEEKS • THEMES UNDER THE MICROSCOPE… • ACCESSIBILITY • TEACHER ROLES WITH TECHNOLOGY • THE GLOBAL CLASSROOM • ASSIGNMENTS • WEEKLY READINGS ON THEMES • PREPARATION FOR FINAL ASSESSMENT

  3. FINAL ASSESSMENT – TEST 2 • FOR THE FINAL ASSESSMENT YOU MUST PRODUCE: • A 2000 WORD REPORT EXPLAINING A TECHNOLOGY-ENHANCED LESSON PLAN. • THIS MUST INCLUDE: • THE REPORT • THE LESSON PLAN AND MATERIALS INCLUDED

  4. FINAL ASSESSMENT – TEST 3 • YOU WILL PRESENT AND DEFEND YOUR PLAN TO YOUR COLLEAGUES IN A ROUND TABLE (6-7 PER TABLE) • 10 MINUTES TO PRESENT • 10 MINUTES TO DEFEND • YOU MUST PROVIDE A PRESENTATION-STYLE HANDOUT FOR THE REST OF THE GROUP TO PERUSE AS YOU PRESENT.

  5. ACCESSIBILITY? • what is it?

  6. ACCESSIBILITY? • WRITE DOWN A FEW SENTENCES THAT EXPLAIN YOUR current UNDERSTANDING OF ACCESSIBILITY IN EDUCATION.

  7. ACCESSIBILITY • Is accessibility about equality? Or equivalency?

  8. The access manifesto • Read the following text and answer the following questions. • The Access Manifesto by Joe Clarke • What does Clarke’s argument suggest for the process of lesson planning? • Does this add anything new to your understanding of accessibility in education? • Who is responsible for accessibility?

  9. Measuring accessibility • How can we go about ensuring that we are up to scratch when it comes to creating accessible learning environments? • What, or who, is reference point?

  10. WCAG: Keeping Web Accessibility in Mind Gain an appreciation of web accessibility by understanding the user perspective. This 11.5 minute video provides an overview of the difficulties users with disabilities face on the web and some of the motivations for web accessibility. http://www.youtube.com/watch?v=yx7hdQqf8lE#t=225 Do you know if your students have a disability? Why might someone with a disability not come forward? Does this mean we need to go accessibility ‘nuts’? And apply all and every guideline in case??

  11. Helping you along? - Documentation • A number of organisations exist, and often your own institute will have a support team to help with this. However, often they don’t! Here are some to get you started: • WCAG (for websites and web content) • http://www.w3.org/WAI/WCAG20/quickref/ • JISC TechDis (UK Advisory board) • Makingworddocsacessible: • http://www.jisctechdis.ac.uk/techdis/resources/word • Have a look! Arethesehelpful?

  12. Helping you along? - Video • Tips for provided accessible online content • http://www.youtube.com/watch?v=l1GLzZJq3lg • WCAG – Theme song! • http://www.youtube.com/watch?v=gtuna2AWvqk • Alt text and longdescriptions • http://www.youtube.com/watch?v=5_PL6XvEojU • Readability, dyslexia and colourcontrast • http://www.youtube.com/watch?v=TCCtaTz_4VU

  13. Helping you along? - CHECKERS • ACHECKER • http://achecker.ca/checker/index.php • WAVE • http://wave.webaim.org/ • Microsoft word and powerpoint have in-built acessibility checkers! Have you ever tried them?! • Give all these a go to see how you fair? Does any of this raise any questions? Are these useful or confusing or … ?

  14. Universal design • Briefly, Universal Design for Learning, or UDL, is a framework that can reshape education by ensuring that course concepts educationally accommodate the greatest variety of individuals, regardless. of learning style, physical or sensory abilities. (Gillis and Matlock, 2012, Universal Design for Learning: Creating Accessible Learning Environments) • Premise: Society disables people. Disability a consequence of bad social design decisions. Design that is for ‘some’. Not ‘all’.

  15. UDL/Principle 1 • Provide multiple means of representation – provide various ways of acquiring information and knowledge. •  Provide multiple examples. •  Highlight critical features. •  Provide multiple media and formats. •  Support background context

  16. UDL/Principle 2 • Provide multiple means of expression - offer learners alternatives for demonstrating what they know. •  Provide flexible models of skilled performance. •  Provide opportunities to practice with supports. •  Provide ongoing, relevant feedback. •  Offer flexible opportunities for demonstrating skill.

  17. UDL/Principle 3 • Provide multiple means of engagement - tap into learners’ interests, challenge them appropriately, and motivate them to learn. •  Offer choices of learning context. •  Offer choices of content and tools. •  Offer adjustable levels of challenge. •  Offer multiple ways to be successful.

  18. HOMEWORK • Prepare an outline for your final assessment project. • Include: • A synopsis of the lesson • The skills / knowledge you intend to develop in the lesson • A sketch of the lesson in line with the TPACK framework. • Note: At this point it is probably a good idea to start thinking about which sources (readings) you will be drawing on in terms of pedagogic / didactic reasoning.

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