UNDERSTANDING ICT IN EDUCATION 1.4

1.4       UNDERSTAND THE RELEVANCE OF THE ICT-CFT FRAMEWORK IN A GIVEN SCENARIO

SCOPING STATEMENT

Applying the Technology Literacy approach to a particular classroom situation, specified in detail and realistically, with the aim of helping the teacher understand and apply the ICT-CFT approach. The scenario should be reflect the conditions of the country in which the professional learning takes place, considering how principles covered in 1.1-1.3 can be applied to the actual conditions in the teacher’s own country.  So professional learning in a developing country would consider a scenario typical of a developing country. (Professional learning should be related to a particular country in a way that the exam cannot be).

TASK COMPONENTS

Essentially, to analyze the scenario, work out a proposed solution and get feedback from others on how well the proposed solution might work. In more detail:

1.   Understanding and analysis of the given scenario (the available hardware, software, student situation at school and at home, social and economic conditions affecting their learning, curriculum objectives, classroom situation etc.).

2.   Matching digital tools and resources with learning objectives.

3.   Identifying limitations and how they might be overcome (e.g., downloading a video overnight onto the teacher’s computer for use the next day in class in order to deal with the problem of a slow Internet connection).

4.   Sharing ideas and proposed methods with colleagues so they can help to identify strengths and weaknesses of the proposed approach to the scenario and suggest alternative approaches.

                                              

TASK FREQUENCY, IMPORTANCE, DIFFICULTY AND OCCURRENCE

Yearly, important, somewhat  difficult  and this task is scheduled or planned for.

TASK TRIGGER

Completion of 1.2-1.3 (the theoretical consideration of the ICT-CFT approach) and are now ready to consider the practical application of these ideas.

TOOLS USED

Widest possible use of whatever digital tools can help to show scenario and application of ICT-CFT approach (video clips, presentation software, audio clips of students talking, photos etc.).

OBSTACLES

Insufficient information about the scenario. Lack of teachers’ experience in considering           scenarios and ICT-CFT application to them.

COMMON MISTAKES

Scenario is not sufficiently detailed or realistic. Failure to exploit digital tools and resources fully or appropriately.

CRITICAL  MISTAKES

Oversimplifying real-world conditions and problems in teaching.  Scenario and approaches to it must look convincing and plausible to teachers.

BEST PRACTICES

Producing a genuinely creative and imaginative approach to the scenario.

RELATED DECISIONS

Selecting a particular scenario from a range of offered scenarios.