Modeling ICT development

Modeling ICT development

1. Modeling ICT Development Done By : 1. Tallal 2 . Faisal 3. Mansour 4. Fadhel 5. Jameel

2. All governments aim to provide the most comprehensive education possible for their citizens Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. To ensure that all students worldwide have access to the best educational facilities and be prepared for the 21’st century.

3. What next?!!!!

4. In developing a curriculum for ICT: It is useful to have a model for ICT development Such model should be a representation of the essential characteristics of ICT development to provide a scaffold or framework. (Not just a miniature replica of some dimensions)

5. The Proposed Model To develop the model: two points controlled the process The infrastructure application of ICT in teaching and learning

6. Two models continuum of approaches to ICT development: conceives ICT development as a continuum along educational system or an individual school can pinpoint the approach relates to the growth of ICT for their particular context stages of teaching and learning with and through ICT. Depicts different stages based on the most involved in using ICT at schools (Teachers - students) Those should: Discover Learn about Understand Specialized in ICT

7. continuum of approaches to ICT development continuum of approaches to ICT development framework for an ICT curriculum professional development of teachers

8. continuum of approaches to ICT development Studies of ICT development in both developed and developing countries identify: This involves four approaches through which educational systems and individual schools proceed in their adoption and use of ICT. Emerging Applying Infusing Transforming

9. Emerging Stage begin to purchase, or have had donated, some computing equipment and software Administrators and teachers are just starting to explore the possibilities and consequences of using ICT for school management and adding ICT to the curriculum still firmly grounded in traditional, teacher- centred practice there is an awareness of the uses of ICT.

10. Applying Stage new understanding of the contribution of ICT to learning has developed administrators and teachers use ICT for tasks already carried out in school management and in the curriculum Teachers largely dominate the learning environment. adapt the curriculum in order to increase the use of ICT in various subject areas with specific tools and software

11. The infusing approach involves integrating or embedding ICT across the curriculum seen in those schools that now employ a range of computer-based technologies in: laboratories classrooms administrative offices Teachers explore new ways in which ICT changes their personal productivity and professional practice. Curriculum begins to merge subject areas to reflect real-world applications

12. The transforming approach Schools that use ICT to rethink and renew school organization in creative ways ICT becomes an integral though invisible part of daily personal productivity and professional practice curriculum is now learner- centred integrates subject areas in real-world applications. ICT is a separated subject Schools are the community center for learning

13. STAGES OF TEACHING AND LEARNING Teaching and learning as two sides of the same coin, interconnected and interrelated Studies of teaching and learning in schools around the world identify four broad stages: Discovering ICT tools Learning how to use ICT tools Understanding how and when to use ICT tools Specializing in the use of ICT tools

14. Discovering ICT tools discovering ICT tools and their general functions and uses there is usually an emphasis on ICT literacy and basic skills This stage of discovering ICT tools is linked with the emerging approach

15. Learning how to use ICT tools beginning to make use of them in different disciplines This stage involves the use of general or particular applications of ICT This stage of discovering ICT tools is linked with the Applying approach

16. Understanding how and when to use ICT tools completing a given project ability to recognize situations where ICT will be helpful choosing the most appropriate tools for a particular task using these tools in combination to solve real problems This stage of discovering ICT tools is linked with the infusing and trasforming approach

17. Specializing in the use of ICT tools one enters more deeply into the science that creates and supports ICT. students study ICT as a subject to become specialists Professional education rather than general education This stage of discovering ICT tools is linked with the infusing and transforming approach

18. A CURRICULUM STRUCTURE FOR SECONDARY SCHOOLS By : Faisal AL Ibrahim Slidehood.com

19. D C B A Specializing in Understanding How and When Learning How Discovering the use of ICT tools to achieve particular purposes To use ICT tools ICT tools Stages of teaching and learning with and through ICT

20. It is useful in developing the structure of a curriculum designed for both teachers and students to improve their knowledge and skills in ICT. What is the useful of the earlier stages ? Slidehood.com

21. PROFESSIONAL DEVELOPMENT OF TEACHERS Developing a curriculum structure for schools is similarly useful in planning for the professional development of teachers , which is so essential in the professional life of teachers when they begin to use ICT. Slidehood.com

22. The focus is on the technical functions and uses of ICT. The need for some knowledge and representation of the impacts of ICT systems as a whole. such as, for instance, the use of word processing to prepare worksheets. The emphasis is on training in a range of tools and applications, and increasing teachers' awareness of the opportunities for applying ICT to their teaching in the future. Emerging ICT skills and knowledge Slidehood.com Transforming teaching through ICT The emphasis changes from teacher- centred to learning- centred . Teachers, together with their students, expect a continuously changing teaching methodology designed to meet individual learning objectives.

23. Slidehood.com ICT Specialization Progress in ICT skills are taught and learned as a separate subject. use of ICT as encountered in the daily life. Example: using computers and managing files, word processing, spreadsheets, databases, Subject Areas where ICT skills are developed within separate subjects. working within specific subject areas. Example: languages, natural sciences, mathematics, Specific units include , modelling and simulation, robots and feedback devices, spreadsheet design, and database design. across the Curriculum where ICT is integrated or embedded across all subjects of the curriculum. use of ICT across subject areas to work on real-world projects and to solve real problems. Example: a number of schools can integrate ICT in community or global projects. ICT is taught and learned as an applied subject or to prepare for a profession. designed for students who plan to go into professions that use ICT. Content covers the use of advanced tools and techniques for the ICT specialist. Example: engineering, and computer science, students who plan to advance to higher education. The design supplies four curriculum areas tied to the four stages of teaching and learning, allowing schools to progress. Application of ICT ICT Literacy Infusing ICT