مخطط الموضوع

  • عام

    • KICTCFT Competency

      The teacher can use ICT to support traditional methods of teaching and learning in the classroom.

      Specific Objectives: By the end of the unit you should be able to:

      1. Identify ICT tools suitable for didactic teaching and learning
      2. Describe how didactic teaching and learning and ICT can be used to support student's acquisition of school subject matter knowledge
      3. Incorporate appropriate ICT activities into lesson plans so as to support student's acquisition  of school subject matter knowledge
    • Unit 4 Glossary of Terms مسرد

  • Introduction to ICT

    •  Recommended time: 15 minutes

    •  Sub-unit Competency

      What do we mean by ICT? Let us unpack this concept in some details. On completion of this sub-unit you should have a clear understanding of the term.

    •  Activity 1: Information and Communication Technology (ICT)

      1. Study the introductory reading below.
      1. Read Omondi's general introduction to ICT. It provides a bit of history behind the term.

  • Didactic Teaching Methodologies

    •  Recommended time: 45 minutes

    •  Sub-unit Competency

      Traditional teaching methodology is often called didactic teaching. What does this mean exactly? Let's unpack the term 'didactic' and see if we can contrast it to other teaching methods. Only then can we look for ways to use ICT to support this style of teaching. On completion of this sub-unit you should have a clear understanding of didactic teaching methods.

    •  Activity 2: Teaching Methodologies

      1. Study the two introductory readings below on 'Teaching Methodologies' and 'Characteristics of Didactic Teaching'.
      1. Use the chat below. Would you describe your own teaching style predominately 'didactic' in nature? Explain.
      1. As teachers we are aware that we use different methodologies at different times. When do you think the use of didactic methodologies are appropriate and when should we use a different approach? Use the forum below entitled, 'The Right Methodology', to have your say. Make sure you reply to your colleagues' posts.
    • The Right Methodology forum منتدى
      طرح منشورات في المنتدى: 2

  • ICT to Support Didactic Teaching Methodologies

    •  Recommended time: 180 minutes

    •  Sub-unit Competency

      We have now determined that there is a time and place for using the didactic teaching methodology. We now need to consider: how ICT can be used to enhance or enrich the method? Let us investigate. On completion of this sub-unit you should be aware of different ways ICT can be used to support didactic teaching.

    •  Activity 3: ICT to Support Didactic Teaching Methodologies

      1. Study the introductory reading below on how ICT can be used to support didactic or traditional teaching methodologies.
      1. In the ICT Integration in Primary Education course you spent time looking at the word processor and the presentation program so for this course we will investigate a different way to give your students their 'notes'. We are going to make an audio lecture or podcast! Use the link below to go to Audacity's home page and download and install the program. It is an Open Source program so there are no costs involved. The Audacity software is also available on the flash disk given to you at the course orientation. To install the program on you laptop or PC it is pretty straight forward but if you need support watch the video below.
      1. The Audacity program's interface looks complicated but actually it is real easy once you know your way around it. Use the link to the online manual below and read up the section on how to record your voice. Then try it out on your computer.
      1. Spend some time getting used to editing and adding effects to your recording. Also view the tutorial on saving your recording as an MP3 file. These skills will be necessary for the upcoming portfolio task.

    •  Portfolio Assignment: Teacher Podcast

      1. Use your new found Audacity skills to create a teacher's podcast. It should capture your voice explaining to the audience a component of one of your subject lessons. For the portfolio assignment it does not have to be long and should be between 1 and 4 minutes.
      2. Save the file as an MP3 and edit it if required.
      3. Then use the assignment tool below, entitled 'Portfolio Item #4: Teacher Podcast', to submit your assignment.
    • Portfolio Item #4: Teacher's Podcast واجب
      القيام بالتسليم تلقي علامة

  • Conclusion and Summary

    •  Facilitator's Feedback

      Once you have completed the readings and activities above access the facilitator's audio summary (made with Audacity) below where she outlines the salient points of this unit. Then test yourself using the quiz below.

  • Attribution

    • Open Education Resources

      The following Open Education Resources (OER) have been adapted to create this unit on pedagogy:

      1. Commonwealth of Learning/Commonwealth Secretariat/Ministry of Education, Guyana. (2012). ICT in Education for Teachers: Integrating ICT into Didactic Teaching Methodologies. - Available here

      Images have been adapted from:

      1. Ipapun. (2014). Devine Icons. Free for non commercial use - Available online here

      The following references are also acknowledged:

      1. Omandi, B. (2014). Introduction to ICT - Available online here

  • Credits and License

    • This unit was adapted from OER and developed further by Monica Obonyo, Jane Mbugua and Benson Omondi. The unit was revised by Gladys Masai and  Monica Obonyo.

      Creative Commons License

      All material in this Kenya ICT CFT Course unit is licensed by the Ministry of Education, Science and Technology, Kenya under a Creative Commons Attribution-ShareAlike 4.0 International License with the exception of the resources listed below:

      Omandi, B. (2014). Introduction to ICT

      All content not licensed under a Creative Commons license is all rights reserved, and you must request permission from the copyright owner to use this material. 

  • Pilot Feedback

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