ola superconference session #408 building ict capacity through interdisciplinary studies (idc) tim...

OLASuperConference

Session #408

Building ICT Capacity Through

Interdisciplinary Studies (IDC)

Tim Gauntley

LibraryImpact

LibraryImpact

SpecificUnits & Tasks

SpecificUnits & Tasks

The InterdisciplinaryFrame of Mind

The InterdisciplinaryFrame of Mind

ICT ICT through through

IDCIDC

ICT ICT through through

IDCIDC

New QuestionsFor

New Learning

New QuestionsFor

New Learning

Genesis of New Courses

Genesis of New Courses

CommonApproaches

CommonApproaches

©Tim Gauntley 2010 3

New Questions for New Learning

• How can students study and apply important ICT skills and knowledge for personal learning and achievement across the curriculum?

• How can teachers become more comfortable with ICT and build capacity for its integration in their professional practice?

• How can school cultures shift ─ with staff and students working together for a more conscious infusion of ICT for global communication, teaching, and learning?


Genesis of New Courses IDC4O Creative Learning in the Information Communication Age IDC4U ICT and Innovative Learning

Senior StaffICT Analysis

10-12 SchoolsBuy-In?

TDSB School Survey

Prospectusof IDC/ICTCourses

PresentationsTo Principals

and SeniorCouncil

Course DeliveryIn Participating

SchoolsSept. 2009

Project Suspended

Writing of Two IDC/ICT

Course Profiles

Workshops and Wiki for

ParticipatingSchools

2007-08

2008-09

2009

Yes

No


The Interdisciplinary Frame of Mind

There is no true expertise in the humanities without knowing all the humanities. Art is a vast, ancient interconnected web-work, a fabricated tradition. Over-concentration on any point is a distortion.

Camille Paglia



[It was] an initiation into the love of learning, of learning how to learn, that was revealed to me by my … masters as a matter of interdisciplinary cognition ─ that is, learning to know something by its relation to something else.

Leonard Bernstein



Interdisciplinary curriculum provides a vehicle for higher-level thinking. When students are challenged to move beyond memorizing facts, to pursue a topic in depth, and to see patterns and relationships, they are engaged in constructing knowledge rather than merely acquiring information.

Susan Drake



Most essential questions are interdisciplinary in nature. They cut across the lines created by schools and scholars to mark the terrain of departments and disciplines. Essential questions probe the deepest issues confronting us.

Jamie McKenzie



The term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines.



Goals of Interdisciplinary Study

• connections among disciplines

• diverse research methods

• multiple perspectives

• analyze and evaluate complex information

• independent and collaborative work

• new contexts and career opportunities

• higher-level thinking skills (e.g., synthesis)

• established and new technologies

• learning how to learn (metacognition)



+Relevant

Expectations from

Other course 1

Relevant Expectations

from Other course 1


from Other course 2


from Other course 2


from Other courses

3, 4, 5 etc.


from Other courses

3, 4, 5 etc.

InterdisciplinaryStudies

Course 1

InterdisciplinaryStudies

Course 1

All expectations of the appropriate Interdisciplinary Studies course are combined with a relevant selection of expectations from two or more “other” courses. These “other” courses can be

from the same grade or the grade immediately preceding or following

of different types (Open, Workplace, College Preparation, University Preparation etc.).



Discipline-based expectations of the other courses provide the appropriate context and content for developing practical applications or exploring topics and themes using an interdisciplinary approach.



When students take an Interdisciplinary Studies course, they are doing and getting credit for Interdisciplinary Studies (i.e., not Technology, English, etc.).

Only the Interdisciplinary Studies expectations are evaluated (see Interdisciplinary Studies Achievement Chart)


Common Approaches

Innovative Learning and ICT

IDC40

IDC4U

Creative Learning in the Information Communication Age


Common Approaches

These Interdisciplinary Studies courses explore the impact of the information communication technology age on society, education, and culture, with particular reference to students’ contribution to learning and teaching in their own school.

IDC40

IDC4U


Common Approaches

Using interdisciplinary sources and methodologies, students will examine the nature, application, and significance of ICT-assisted learning including:

• societal trends stimulating the development of new literacies and lifelong learning

• ICT skills, knowledge, and attitudes necessary for success by engaged teachers and students

• matching learning tasks to appropriate digital media and tools in diverse content areas

IDC40

IDC4U


Common Approaches

Using diverse approaches, students will:

• pair with willing teachers to assist their use of ICT in transforming class projects

• reflect unit-by-unit with teachers on their mutual learning

• build capacity for teacher implementation of ICT

• share research to engage the community in feedback

• reflect on each unit task in a continuous electronic journal that is shared with the school community.

IDC40

IDC4U


IDC4O

Creative Learning in the Information Communication Age

Specific Units & Tasks


1. Making IDC Connections

2. ICT Teaching and Learning

3. Web 2.0Collaboration

4. ICT and Creative/Critical Thinking

5. Research Toolkit

6. Web for TeachingAnd Learning

7. Audio and VideoOn the Web

8. DynamicPublications

9. Culminating Task

Specific Units & Tasks IDC4O Creative Learning in the Information Communication Age


UNIT 1 Introducing Interdisciplinary Studies: Making Connections Through Creative Technologies

•Conduct school ICT survey

•Publish ICT plan on wiki

•Establish mentoring partnerships

UNIT 2 How People Learn and Teach with ICT: Theory and Practice

•Create web quest re school ICT habits and methods

•Hold seminars for mentoring teacher and class

UNIT 3 Mentoring and Collaborative Learning with Web 2.0 Applications

•Gather Web 2.0 resource library

•Implement Web 2.0 findings



UNIT 4 Critical and Creative Thinking: ICT Applications for Idea Generation and Analysis

•Construct wiki library of online resources for thinking

•Instruct teacher on using resources

UNIT 5 Research Toolkit: Search and Sharing Strategies with Online Resources

•Conduct research project for teacher on specific online resource

•Post project and monitor responses

UNIT 6 Navigating the Information Highway: Effective Use of the Web for Teaching and Learning

•Create portfolio of educational applications on blog

•Use weblog to promote community interaction



UNIT 7 Promoting Media Solutions for Creative Teaching and Learning: Production and Publishing of Audio and Video on the Web

•Create wiki for subject teacher on current tech and promising innovations

•Collaborate and reflect on process

UNIT 8 Dynamic Presentations: Slide Ware, Graphic Organizers, and Beyond

•Form editorial teams to create exemplary slide presentations

•Hold seminars on using applications

UNIT 9

Culminating Task: Report and Presentation to School Community on a Technology-Based Learning/Teaching Topic

•Research, present, post, assess and provide feedback on ICT-based project, using ICT methodologies



UNIT 9 (16 hours)Culminating Task: Report and Presentation toSchool Community on a Technology-BasedLearning/Teaching Topic

CULMINATING UNIT TASK: SUMMARY

Based on their reflections, conference with the course teacher and appropriate subject teachers, and feedback from peers, each student will:

choose a topic for a major research project that is mutually beneficial to both the student and the school community,

engage in an independent study research project.




This project includes:

using the research process to research the topic, using interdisciplinary approaches, methods, and resources

producing and posting (on his or her blog and class wiki) the research findings in a report or essay of 2000–2500 words in both print and electronic format

presenting a five-minute media presentation to his or her IDC class and one of the subject teacher’s classes he or she collaborated with during the course

posting the presentation on the school website for the community

self- and peer assessment and teacher evaluation based on the Interdisciplinary Studies Achievement Chart




The following topics are suggested for this task; however, students may choose another topic, with the advice and permission of the IDC teacher.

• Assistive technologies: Clicker, Kurzwell, and beyond

• Collaborative e-learning: a team approach

• Collecting data with Web-based tools

• Global networks for students: case studies

• ICT career opportunities in creative occupations, management positions, and skilled trades

• Internet video: what teachers need to know




• Lifelong-learning in the virtual world

• Managing iTunes: apps and other resources for learning

• Mastering PowerPoint graphics and animation

• Motivation, self-regulation, and online learning

• Online learning tools: a comparison of wikis and blogs

• Online roles: students and teachers together

• The Internet in the workplace

• The online transformation of school libraries




• The online learner: styles, interests, needs, and attitudes

• The role of music and sound in online course design

• Using ICT to assess achievement across the curriculum

• Using whiteboards and Smart Ideas™ in classroom settings

• Web style: shaping information for your readers

• Wired living and learning: what students need to know


IDC4U

Innovative Learning and ICT

Specific Units & Tasks


1. Building IDC Connections

2. Inclusive ICT

3. CollaborativeCulture

4. Digital Literacies

5. Research Toolkit

6. Web design

7. InnovativeTechnologies

8. DynamicPublications

9. Culminating Task

Specific Units & Tasks IDC4U Innovative Learning and ICT


UNIT 1

Developing Interdisciplinary Studies: Building Connections through Innovative Technologies

•Conduct school ICT web-based survey

•Organize mentor teams

•Post plan for mentoring on personal blog & class wiki

UNIT 2 How Classrooms Become Inclusive with ICT: Differentiated Instruction, Assistive Technologies, and Learning Styles

•Create data tool re assistive tech in schools

•Use tool to gather data on field trip/virtual tour

•Post suggestions for school implementation on class wiki

UNIT 3 Creating a School-wide Collaborative Culture with Web 2.0 Applications

•Create Web 2.0 guide for mentor teachers and students

•Promote ICT strategies

•Identify interdisciplinary career info



UNIT 4 New Digital Literacies: Issues and Applications

•Create subject-based tutorial on digital literacy application

•Instruct and assist teacher in using the application

UNIT 5 Research Toolkit: Advanced Search and Sharing Strategies with Online Resources

•Conduct research for subject teacher on innovative tech and related online resources

•On personal wiki, post findings, assess and suggest ideas, reflect on culminating tasks topic

UNIT 6 Building the Information Highway: Effective Design of Websites for Teaching and Learning

•Apply research to create subject teacher website

•Use criteria to measure traffic and monitor feedback



UNIT 7 Developing Interdisciplinary Studies: Building Connections through Innovative Technologies

•Apply research to create a Web-based Game or report on educational ITunes apps

•Present project, publish on wiki, and gather feedback

UNIT 8 Dynamic Publications: Digital Text, Multimedia, and Beyond

•Form Editorial Teams to create media text for specific teacher

•Hold seminars on using media text

•Assess success with criteria drawn from exemplary practices

UNIT 9

Culminating Task: Report and Presentation to School Community on a Technology-Based Learning/Teaching Topic

•Research, present, post, assess and provide feedback on ICT-based project, using ICT methodologies





Based on their reflections, conference with the course teacher and appropriate subject teachers, and feedback from peers, each student will:

choose a topic for a major research project that is mutually beneficial to both the student and the school community,

engage in an independent study research project.




This project includes:

using the research process to research the topic, using interdisciplinary approaches, methods, and resources

producing and posting (on his or her blog and class wiki) the research findings in a report or essay of 2000–2500 words in both print and electronic format

presenting a five-minute media presentation to his or her IDC class and one of the subject teacher’s classes he or she collaborated with during the course

posting the presentation on the school website for the community

self- and peer assessment and teacher evaluation based on the Interdisciplinary Studies Achievement Chart




The following topics are suggested for this task; however, students may choose another topic, with the advice and permission of the IDC teacher.

• Assessing achievement in online learning: issues and practices

• Assistive technologies: Dragon Naturally Speaking, Read & Write, and beyond

• Creating electronic portfolios for career and education plans

• From search engine to portal: history and impact of Google

• Google Tools: what students need to know




• Learning theories and equitable online learning

• Online learning tools: what teachers need to know

• Online resources: the end of traditional libraries?

• Plagiarism and online learning

• Problem-based learning in online courses

• Search engine optimization for post-secondary preparation

• Social networking culture: MySpace, YouTube, and beyond

• The ethics of online teaching and learning




• The impact of video gaming on learning

• The Library Commons: toward a new learning culture

• The role of art and visual information in online design

• Using video conferencing in classroom settings

• Virtual international collaboration: case studies

• Web style: writing, organizing, and editing on the Internet


School Library Impact

The ICT teacher (teacher-librarian) model:• the ability to make connections among and investigate diverse

approaches to different curriculum and disciplinary knowledge• an understanding of and comfort with the “Net Generation” • experience in integrating online applications in educational settings• the regular use of commonly used information communication

technologies such as word processing, spreadsheets, and databases

• exploration of innovative technologies for personal and professional interest

• enjoyment in collaborating with other teachers in different disciplines and students in different classroom settings

• incorporation of variety of visual and multi-media forms in the classroom

• the ability to access, analyze, and integrate electronic information easily.


School Library Impact

The participating subject teachers and teacher-librarians must be willing to work with the teacher and students of the IDC course to:

• risk new approaches to teaching and learning, especially in using ICT

• accept and promote greater student leadership and collaboration

• actively explore teaching and learning styles, strategies, and technologies beyond their current comfort zone

• share knowledge, skills, and attitudes gained from interdisciplinary experience with the school community.



… my purpose is to employ facts as tentative probes, as means of insight, of pattern recognition. … I want to map new terrain rather than chart old landmarks.

Marshall McLuhan



Imagination is more important than knowledge.

Albert Einstein

ola superconference session #408 building ict capacity through interdisciplinary studies (idc) tim...

Documents

interdisciplinary approach

term interdisciplinary

new learning new questions

relevant expectations

metacognition slide

personal learning

love of learning

idc40 idc4u slide