ICT and Classroom Management

1. ICT and Classroom Management HajerChalghoumi Postdoctoral Researcher Teacher Educator Inclusive Design Research Centre OCAD University

2. In the menu… • Where to Begin? • Take Action • Software for Classroom Management

3. ICT in the classroom: a problem or a solution? Source: AQUOPS (1999-2002)

4. Where to begin?

5. Step 1: Choose the subject limited by the curriculum more liberty

6. Step 2: Formulate the Learning Objectives Be careful not to neglect this main objective

7. Step 3: Look for Resources • Who can help you? • Which technology do you need? • Which educational technology is available? • Ontario Software Acquisition Program Advisory Committee • The Ontario Educational Resource Bank

8. Step 4: Design Your Activity What work mode to chose? What pedagogical approach to chose? The workshop The lecture Modeling The mini-clinic Scaffolding The conference • The individual mode • The collaborative mode • The collective mode

9. What work mode to chose?

10. What pedagogical approach to chose? The workshop • Allows students’ to move at their own pace • Best use for the creation of a work, observation of phenomena, the exploration of a technological tool, etc.

11. What pedagogical approach to chose? The lecture Best use for presenting new software for students, using new features or a new procedure

12. What pedagogical approach to chose? Modeling • Making clear your thought processes • Enable students to understand how you solve a problem or accomplish a task

13. What pedagogical approach to chose? The mini-clinic • Teaching directed to a small group of students at a time • Best use to update on some of the difficulties or to train experts in various applications

14. What pedagogical approach to chose? Scaffolding • Guided approach • Support leading to independent practice

15. What pedagogical approach to chose? The conference • Enable students to express their views, help each other • Best use for planning, production or evaluation of an activity or a project

16. Step 5: Design the classroom layout • Teacher Tips / Training by Suite 101 • Classroom Organization Resources by Internet4Classrooms Examples of organizing the layout of the workstations in a classroom/lab Source: http://cep.cyberscol.qc.ca/guides/gc_amenagement.html

17. Step 6: Think of Workstations Ergonomics • The chair • The monitor • The keyboard and mouse • The lighting • The breaks • Using laptops An ergonomic workplace Source: http://www.decea.fr/wp-content/uploads/2010/11/ergonomie.jpg

18. Step 7: Establish a Timetable • Organize the activities based on the time allowed for each activity and on its progression • Planning strict hours for a technology rich classroom is more difficult than planning for a traditional classroom • Many events are unpredictable within a technology classroom

19. Step 8: Determine the Evaluation Parameters • What should we evaluate? • How to evaluate?

20. What should we evaluate?

21. What should we evaluate? • Curriculum available on the Ontario’s Ministry of Education • List and level of skills detailed in the Ontario skills passport • International society for technology standards  (ISTE) • National Workforce Center for Emerging Technologies (NWCET) • The Partnership for 21st Century Skills • The K-12 Computer/Technology Skills Standard Course of Study (University of North Carolina) To inspire you:

22. How to evaluate? • Evaluation can have many formats • It is recommended to combine more than one evaluation procedure (Heide & Henderson, 1996) • Some ICT can help you in the evaluation procedure

23. How to evaluate?

24. Step 9: Summarize • When you finish your plan, it is important to see your work in its whole

25. In the menu… • Where to Begin? • Take Action • Software for Classroom Management

26. Take Action • ICT and differentiated instruction • Engaging the Students

27. ICT and differentiated instruction

28. Remember that... • ICT isn't the spotlight • ICT use must be adapted to the needs and characteristics of the students • ICT use must take into account the content of the individualized plan of the student and the learning objectives it contains

29. Engaging the Students

30. Delegating responsibilities • Focus on supporting student learning rather than responding to technical inquiries • Delegate responsibilities to your students: • Starting / turning off computers • Emailing the class on a daily or weekly base • Storing the material (guides, sheets for the printer, CD, headphones, microphones, etc.).

31. Encouraging Collaborative Learning

32. List of students with experience with technology

33. Resource Library • Reference guides on the functions of software tools • A reference guide on the use of computers (troubleshooting tips) • Operating Procedures (saving a file, connection to the server or creatingan email account) • A list of expert students • A file of the activity statements (mandatory or personal challenges) • A file of samples of corrected outputs of the exercises

34. Activities Planning Table

35. The Help Request Procedure

36. The Help Request Procedure Be firm by no longer responding to requests from students who have not provided the previous efforts

37. In the menu… • Where to Begin? • Take Action • Software for Classroom Management

38. ICT to manage the classroom • LanSchool Classroom Management and Monitoring Software • NetOp School • NetSupport School • AB Tutor Control

39. Main references used to make this work • Evertson, C. M. & Weinstein, C.S. (2006). Handbookof classroom management: Research, practice, and contemporary issues. N.J.: Lawrence Erlbaum Associations Inc. • Heide, A. & Henderson, D. (1996). The Technological Classroom: A Blueprint for Success. Toronto : Irwin Publishing. • Association québécoise des utilisateurs de l'ordinateur au primaire et au secondaire (Aquops) (2002). Un guide de gestion de classe.

40. All the information presented is available on the web at: Special Needs Opportunity Window (SNOW)

41. Email:hchalghoumi@OCAD.ca ;-)