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Mode of Delivery: 3 Options
- Online
- Blended mode: online and face to face
- Face-to-face
Rationale
Information and communication technologies (ICT) have become one of the fundamental building blocks of modern society. Many countries now regard the mastering of the basic skills and concepts of ICT as an inevitable part of the core of education. To this end, various new models of education are evolving in response to the new opportunities that are becoming available by integrating ICT and in particular Web-based technolgies, into the teaching and learning environment. The effective integration of such applications however, depends to a large extent on teacher’s familiarity and ability with the IT learning environment. Science teachers need to know exactly how ICT is used as a teaching and learning tool, for their own purposes and to help students to use them. This module is about the integration of ICT as a tool in the chemistry/science classroom with the overall aim of increasing the effectiveness of teaching and improving students’ learning. The module outlines a programme of objectives and related activities for an ICT enhanced learning environment in chemistry teaching and learning.
Prerequisite and Knowledge
Prerequisite and Knowledge
- ICT Basic Skills
- Access to a computer
- Access to Internet* (highly recommended for many activities)
General Objective(s)
- Know how to use ICT as a tool for designing new learning environments for their own subject-specific purposes to help their future students to use ICT.
- provide the student-teacher with the knowledge, skills and attitudes to better use technology in their lesson-planning and lessons, research, communication, problem-solving, and continuing professional development.
Specific Objective(s)
- Critically apply the pedagogical principles of ICT integration in education.
- Develop and facilitate ICT-based learning activities in the context of teaching chemistry.
- Analyse and evaluate appropriate content and context for the use of ICT in chemistry teaching.
- Use appropriate and varied communication and multimedia tools (emails, websites etc) in teaching and learning chemistry.
- Use ICT efficiently in research, problem solving and project-based learning in chemistry.
- Use ICT efficiently for professional development in the context of teaching and learning chemistry.
- Integrate ICT appropriately into chemistry curriculum activities that will foster students ownership of their ICT-rich learning environment.
Time
120 hrs (40hrs. focusing on general teaching skills in the use of ICTs in education; 80 hrs specific to the use of ICT in Chemistry)
Material
- Computer software and data logging equipment in chemistry
- Portable ICT devices for modeling and simulation
- Worksheet, spreadsheet, database templates and graph drawing software
- Web-based resources: for interacting with appropriate teaching and learning chemistry materials on CD-ROMs, websites and interactive multi-media display boards
- Word-processing facilities
The Compact Oxford English Dictionary and others interchangeably define the noun 'objective' as, Objective: noun 1 a goal or aim.[1] Although the noun forms of the three words aim, objective and goal are often used synonymously, professionals in organised education define the words aim and objective more narrowly and consider them to be distinct from each other.
Aims are concerned with purpose whereas objectives are concerned with achievement.
Usually an educational objective relates to gaining an ability, a skill, some knowledge, a new attitude etc. rather than having merely completed a given task. Since the achievement of objectives usually takes place during the course and the aims look forward into the student's career and life beyond the course one can expect the aims of a course to be relatively more long term than the objectives of that same course.[2][3]
. Sometimes an aim sets a goal for the teacher to achieve in relation to the learners, sometimes course aims explicitly list long-term goals for the learner and at other times there is a joint goal for the teacher and learner to achieve together. While the aim may be phrased as a goal for the teacher within the scope of the course it can also imply goals for the learner beyond the duration of the course. In a statement of an aim the third personsingular form of the verb with the subjectcourse, programme or module is often used as an impersonal way of referring to the teaching staff and their goals. Lego batman soundtrack download. Similarly the learner is often referred to in the third person singular even when he or she is the intended reader.
Course objectives[edit]
An objective is a (relatively) shorter term goal which successful learners will achieve within the scope of the course itself. Objectives are often worded in course documentation in a way that explains to learners what they should try to achieve as they learn. Some educational organisations design objectives which carefully match the SMART criteria borrowed from the business world.
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Learning outcomes[edit]
Since both aim and objective are in common language synonymous with goal they are both suggestive of a form of goal-oriented education. For this reason some educational organisations use the term learning outcome since this term is inclusive of education in which learners strive to achieve goals but extends further to include other forms of education. For example, in learning through play children are not made aware of specific goals but planned, beneficial outcomes result from the activity nevertheless.
Therefore, the term learning outcome is replacing objective in some educational organisations. In some organisations the term learning outcome is used in the part of a course description where aims are normally found.[4][5] One can equate aims to intended learning outcomes and objectives to measured learning outcomes. A third category of learning outcome is the unintended learning outcome which would include beneficial outcomes that were neither planned nor sought but are simply observed.
See also[edit]
- Bloom's taxonomy, a classification of learning objectives
References[edit]
- ^Compact Oxford English Dictionary
- ^University of Nottingham, Medical School, Learning Objectives
- ^Teaching Sociology, Vol. 8, No. 3, Why Formalize the Aims of Instruction?
- ^Developing Outcomes and Objectives, The Learning Management Corporation
- ^Outcomes Versus Objectives? What’s the Difference? Daniel Pittaway
Retrieved from 'https://en.wikipedia.org/w/index.php?title=Educational_aims_and_objectives&oldid=872668610'
An aim or objective is a statement of what a business is trying to achieve over the next 12 months. For example, a business can set itself any of these targets:
- survival
- increased profit
- growth
- increasing market share
Having an objective is useful because it helps staff to focus on shared aims. A business could instruct its staff to work towards increasing sales by 10% by the end of the year.
Different organisations have different objectives. Some businesses are run to make as much profit as possible for owners. However, not all businesses aim to make profit. Voluntary organisations such as charities are more concerned with providing a service to others.
We tailor the working methods based upon participants’ needs, attitudes and professional profiles in order to ensure high productivity, effectiveness and transferability into practice.
The standard methodology is highly practical and participative with hands-on approach that comprises real-job examples, case studies examination and simulations. We embrace collaboratively working methods that foster mutual learning and cooperation among participants. Our focus is on learning in an interactive and international environment knowledge applicable to the real contexts and/or in the classroom. The pedagogical methods that we use are based upon experiential training, group and peer activities, learning-by-doing and best practices’ exchange. They include visits with local schools and institutions allowing the participants to better understand the local education system as well as exchange ideas and contacts.
Morning Wrap-up and brief daily evaluations are foreseen to ensure quality of education and to adapt the learning programme to participants' needs better tailoring the education.
We organize optional social, networking and cultural activities in order to give participants the opportunity to know Italy as well as to exchange best-practice and establish professional cooperation and links.
The training and staff team is multinational thus giving a full European dimension to the course.
The standard methodology is highly practical and participative with hands-on approach that comprises real-job examples, case studies examination and simulations. We embrace collaboratively working methods that foster mutual learning and cooperation among participants. Our focus is on learning in an interactive and international environment knowledge applicable to the real contexts and/or in the classroom. The pedagogical methods that we use are based upon experiential training, group and peer activities, learning-by-doing and best practices’ exchange. They include visits with local schools and institutions allowing the participants to better understand the local education system as well as exchange ideas and contacts.
Morning Wrap-up and brief daily evaluations are foreseen to ensure quality of education and to adapt the learning programme to participants' needs better tailoring the education.
We organize optional social, networking and cultural activities in order to give participants the opportunity to know Italy as well as to exchange best-practice and establish professional cooperation and links.
The training and staff team is multinational thus giving a full European dimension to the course.
Aim And Objectives Of Ict In Education System
I have had some people express experience interest in using the Pull Tabs in SMART notebook which can be found in the Lesson Activity Toolkit 2.0.
They are great for a variety of purposes such as aims and objectives, homework, notes for cover supervisors etc. and can easily be tucked away so that only the tabs shows and displayed only when required. Great for example for reminding students about aims and objectives or even as an AFL tool to reveal assessment criteria when looking at question/answer analysis.
I have written a brief guide to using the Pull Tabs which can be downloaded here: Using Pull Tabs in SMART notebook.
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