Future Paths: ICT Strategies for the 21stCentury

Delivering quality through an NGO

Establishing an accountable, inclusive and integrated ICT Curriculum for Grades 1-12.

http://ict-brazil.ning.com/

Laurence Bell,

São Paulo, Brazil.

About Us

ict.brazil@gmail.com

* Students and teachers utilize technology effectively. * Delivering a sound educational setting.

* Capable information technology users

* Information seekers, analyzers, and evaluators

* Problem solvers and decision makers

* Creative and effective users of productivity tools

* Communicators, collaborators, publishers, and producers

* Informed, responsible, and contributing citizens

* Objectives

http://ict-brazil.ning.com/

ict.brazil@gmail.com

* The Process:* The Process:

a) Curriculum mapped to International Standards

An Organization Capable of Delivering:

Knowledge Creation = Economic growth and an improved standard of living.

b) Teacher development to deliver these standards

c) External Examination board and certification

d) Support for infrastructure

* Key stage one = Presentation : Student Grades 1- 6.

• Learn to use equipment and develop knowledge of ICT as well as communicate and handle information.

• Use ICT equipment and software autonomously; consider the limitations of ICT tools and information sources.

• Develop the ability to be philosophical, innovative and creative; to combine ICT knowledge with a sensibility of the world at large, enabling students to create solutions and design quality products.

* Key stage three = Innovation : Student Grades 10-12.

* Key stage two = Simulation : Student Grades 7- 9.

ICT Curriculum Grades 1-12

* Have a knowledge and understanding of a range of teaching, learning and behavior management strategies.

* Know how to use and adapt them, how to personalize learning and provide opportunities for all learners to achieve their potential.

* Common set of guidelines that can be used to identify, develop or evaluate learning materials or teacher training programs.

* To provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, in order to advance student learning.

1. Select appropriate curriculum content and associated activities, and differentiate these effectively?

4. Employ a range of strategies including working with colleagues across the wider school workforce to secure appropriate learning behaviors' and effective progress?

7. Recognize and take account of the specific needs of individuals and groups of learners, for example, those with special educational needs.

6. Engage parents and careers in support of children’s learning?

3. Set realistic targets for learners, and involve them fully in every aspect of learning?

2. Use the range of local and national data available to inform planning and teaching.

5. Use resources effectively to support learning.

Teacher Development: Rationale

Assessment Process

How to assess creativity and the use of language

Source: Cambridge ICT Starters Syllabus 2009

Student: Date Final

Class: Grade

Create and format text which is suitable for a particular purpose

Adjust properties to allow graphics or other objects to fit well within the document

Insert table into document

Use advanced formatting features

Use page formatting options

Adjust page formatting for a specific audience

Create pictures using a variety of tools and effects X

Select appropriate objects, copy and re-size them

Save drafts showing the development of the design

Score Beginning = 1

Developing = 2

Accomplished = 3

Outstanding = 4

Date

Research and Attendance

Research & Gather

Information

Does not collect any information.

Collects very little

information.(Fails to

answer the question)

Collects some basic information.

(uses 1 source)

Collects a great deal of information.(uses 2 or more

sources)

Score

Be Punctual

Does not hand in any assignments.

Hands in most as

assignments late.

Hands in most assignments on time.

Hands in all assignments on time. Score

Responsibility

Be a Team Player

Does not perform any team duties.

Performs very little team

duties.

Performs nearly all duties.

Performs all duties for the team. Score

Share WorkloadEqually

Always relies on others to do the

work.

Rarely does the work--often

needs reminding.

Usually does the assigned work--rarely

needs reminding.

Always does the assigned work

without having to be reminded.

Score

Value Others' Viewpoints

Listen to Other

Teammates

Always talking--never allows

anyone else to speak.

Usually doing most of the

talking--rarely allows others to

speak.

Listens, but sometimes talks too much.

Listens and speaks a fair amount. Score

Cooperate with

TeammatesAlways argues.

Sometimes argues.

Rarely argues. Never argues. Score

Use of English

In the Classroom

Never speaks English with

teammates or teacher.

Speaks English with the

teacher but not with

teammates.

Usually tries to speak grammatically

accurate English with the teacher and with

teammates.

Always tries to speak grammatically

accurate English with the teacher and with

teammates.

Score

Creativity

Design

Cluttered design; low in visual

appeal; choice of colors lacks

visual appeal

Design is fairly clean, with a

few exceptions. No awareness

of target audience.

High visual appeal; fits page well; uses color

and graphics effectively most of

time.

Clean design. Excellent use of color

and graphics. Reaches the target

audience.

Score X X

Creativity exists not only where it creates great historical works, but also everywherehuman imagination combines, changes and creates anything new.

Lev Vygotsky, Imagination and Creativity in Childhood

* Stimulate Creativity

The Development of the Creative Imagination

The fusing together of subjective and objective fantasy

Creative Imagination

Internalized

Externalized

Semantic MediationConcept Formation

* Emphasize Teamwork

Forming

Team Building and Leadership Development

Norming

Storming

Performing

Competition

False

Educational Progressivism

Scaffolding

* Inject a Sense of Realism

Real Life Situation

Being an Intern in a Publishing House

YEARBOOK ORGANIZATIONAL STRUCTURE

Zone of Proximal Development

Scaffolding

Social Activity

Problem Based Learning

Alexia Rapha Natasha

Barbara Otavio Tomas

Derek Beatriz Renan

Alex Beatriz.VRafael

Rafael Victor Arthur

Sub-Editor

Journalist

Photographer

Designer

Art DirectorMr.Bell

Editor – in – ChiefMr.Godoy

Positions of Responsibility

Arthur

Flavia

Bruna

Gabriela

Alexandre

The Amygdalae

Emotional Stimuli Accelerates Learning

Those that fire together,wire together.

Left Vs Right

Net Generation: Rich Content

New Business Model: Open Source

* Enable Students to become Autonomous and Critical users of ICT Software

Cultural MediationInternalization

Externalization

Personality

Culture

Domain - Cultural Transformation

* Seek voluntary responsibility in the creative and decision making process

Seek voluntary responsibility in the creative and decision making process

Autonomous and Critical users of ICT Software

Teamwork:

Autonomous and Critical users of ICT Software