https://docs.google.com/forms/d/12UMMNoqXMXhgq3lyAZo39-CkjrU1TMzWmzWgQL-bIzs/edit?usp=sharing
Wednesday, September 22, 2021
Friday, September 17, 2021
Tuesday, August 17, 2021
Google Classroom for
Online Learning ( Design a platform for learning)
The
world has entered into the era of science and technology. Every sector is
greatly attached with ICT. The ICT tools and technologies are integrated in every
field. As a result, they have huge influence on education. Among those, Google classroom is one of the
most favourite and effective free web service (virtual platform) developed by
Google in the recent times. It was initially released in January 2015 and
stably released in April 2021. It is especially designed for educational
institution and to create, distribute and grade assignments. According to
Iftakhar (2016), it is a tool which aims and supports teacher to create and collect
assignment in a paperless environment.
It is also effective for sharing files between teachers and student. The teacher can post some teaching materials,
assign tasks for students, and upload the students’ grades so that they can
immediately see the scores obtained in the course (Okmawati, 2020). Okmawati (2020) further explains that Google
Classroom enables teachers to create an online classroom area in which they can
manage all the documents that their students need.. But what separates Google
Classroom from the regular Google Drive experience is the teacher/student
interface, which Google designed for the way teachers and students think and
work.
Google Classroom is a
part of online Google apps which is productively used in learning by the
teachers and students in collaborative way (Sudarsana et al. 2009). It
integrates other Google apps including Meet, Docs, Form, Sheet, Slides, and Gmail,
Calendar and Drive in to a cohesive manner for the interaction between student
and teacher. It provides a place for the students to store their files in an
organized and systematic way paperlessly in a room (Iftakhar, 2016).
In
the present worldwide scenario of Covid-19 pandemic where the physical class is
very tough to resume, the use of technology like Google Classroom is just like
mandatory. It provides a virtual platform to establish a connection between
teacher and students. Google Classroom ensure the easy access that enable both
the teacher and students communicate in group or privately for every task
posted by the educators (Salam, 2020).
Regarding the issues of effectiveness of google classroom in relation to the physical classroom and its challenge in primary level, google classroom is a Virtual classroom and an alternative form of physical classroom. The former does massive use of technology and the latter focuses on physical activities with limited use of technology. I think as a virtual classroom, google classroom can be used to perform most of the activities performed in the physical class room such as taking class, assign, evaluate and gradation. However, it can't address the practical activities like experimental works in science lab, attending in the physical activities while teaching and learning physical education etc. Everything has its limitations and see the opportunities beyond those limitations. There may occur some problems in primary level but we can minimize them. As we can see very young children are handling the apps like YouTube for watching videos, Facebook for uploading photos and Tiktok for making short videos. From which we can say that most of them can handle if we take initiation to co-operate with them. we can also educate parents about it. If somebody still faces problem we need to think about another option.
Features:
·
Easy access (create and use both for
teacher and student)
·
Integration of different Google apps
(Slides, Sheets, Drive, Docs and Calendar etc.)
·
Free
·
Mobile friendly
·
Flexible ( use it in both face to
face and fully online learning
environment)
·
Sharing content (including video, link and
images),assign, grading.
·
Reuse of content and assignment in the
future
·
Time saving
Challenges:
·
Work load (Planning, preparing and presentation
of class, selection of content) for many class a day
·
Lack of ICT proficiency ( use and handle technology
for preparing materials)
·
Attitude ( for use of technology)
·
Plagiarism
Implicatios:
·
Educational institutions can connect the
institutions, teachers and students in
the preferred times, track students activities and keep related records .
·
Teachers can use it in both physical and
virtual class for delivering their lessons, assignment, assessment and grading
·
Students can involve in the learning
activities, doing assignments and re use
of the materials
Creating a Google
Classroom
- Go
to classroom.google.com or Google classroom app and sign in.
- Select
the Teacher role.
- On
the Classroom Home page, click the + symbol and then choose Create class.
- Give
the class a title that is meaningful to you and your students.
- The
following are optional, but may be relevant to your personal teaching
situation: ...
- Click
Create.
Watch the video about creating Google class and
adding members https://youtu.be/8PqmIDGc4m0
Watch this video for adding creating
group, add content and assignment
https://www.youtube.com/watch?v=M6L-nZGIUTE
References:
Okmawati, M. (2020).
Journal of English Language Teaching, 9(2)
Sudarsana,
K. (et al., 2019). Journal of Physics: Conf. Series 1175
(2019) 012165 doi:10.1088/1742-6596/1175/1/012165
Salam,
U. (2020), Jurnal Pendidikan Indonosia:
The Students’ Use of Google Classroom in Learning English,9 (4), DOI:
10.23887/jpi-undiksha.v9i4.27163
Iftakhar, S. (2016). Google classroom: what
works and how. Journal of Education and Social Sciences, 3(1), 12-18.
https://en.wikipedia.org/wiki/Google_Classroom#:~:text=Google%20Classroom%20is%20a%20free,files%20between%20teachers%20and%20students.
Click the Link to enter
the Google Classroom: https://classroom.google.com/w/MzgwMzEwNTY2MjA4/t/all
Thursday, August 12, 2021
MOOC: Teaching & Learning Tenses in English Grammar
To develop language skills, one should have the knowledge of grammatical aspects and components, which help for correct and purposive use of language in communication. Grammar helps the language to make structured and formal. English language has some grammatical aspects including noun, pronoun, tense, voice and reported speech and so on. This course aim to provide some basic concepts of tenses used in language teaching/learning activities.
Day 1 Simple Present & Present Continuous Tense
Day 2: Present Perfect & Present Perfect Continuous Tense
Day 3 : Simple Past & Past Continuous Tense
Day 4: Past Perfect & Past Perfect Continuous Tense
Day 5 : Simple Future & Future Continuous Tense
Day 6: Future Perfect & Future Perfect Continuous Tense
Day 7: Revision of Day 1-6
Test your knowledge in the following link.
https://docs.google.com/forms/d/1F3h15ZgfCKZ8B_9ti9ND8m3BfP30DzxlmDFh1_-UutI/edit?usp=sharing
Sources:
1. https://www.youtube.com/watch?v=liX95VS4a14
2. https://www.youtube.com/watch?v=IpmmTWcjVbM
3. https://www.youtube.com/channel/UCuBYsDJDPBRVBq3aucQpW9w
4. https://www.youtube.com/channel/UCbhYLExS9jRS8gDeUeXY8pg
5. https://www.englishgrammarpage.come
6. https://www.youtube.com/channel/UCnFRJ3mNt6nL9vMHduwCCyg
7. https://youtu.be/lBHblMZhWEM
Tuesday, August 10, 2021
Mooc : Child marriage in Nepal : Cause and Consequences
https://docs.google.com/forms/d/e/1FAIpQLSetN5H1_jdwON4qd8RS-q-Z8zhrfvWu--M8J88FrYBTdHSwKw/viewform?usp=sf_link
Friday, July 30, 2021
History and Developing Trend of Educational Technology
History and Developing Trend of Educational Technology
The term
'educational technology' encompasses the use of technological gadgets in
learning with effectively and efficiently. It includes the study and righteous
practice of facilitation for generation, application and management of
appropriate technological procedures and resources in learning and improving
performance (Richey, 2008). Spector (2015) defined:" Educational
Technology involves the disciplined application of knowledge for the purpose of
improving learning, instruction and performance". It is a concept of
combining technologies with the education to enhance the teaching and learning
environment. The use of technology varies in accordance to their availability, context
and skills.
In
ancient times, oral communication such as oratory and speech were the chief
means for the transmission of knowledge through story and folklore recitations.
Homer's Iliad and Odyssey were the recitative poems in which people used to
listen, recall and learn but not reading (Bates, 2015). Exploring the idea
about the history of educational technologies, cave wall paintings were the
earliest phase of technology used about 30,000 years ago by the tribal groups
in different parts of the world. Actually, they were visual images carves in
the wall of their shelter. Pythagoras academy, the foremost formal academy was
formed in 510 B.C. where philosophy, mathematics and science were taught in
open class. The invention of paper in China around 105 B.C was another
progressive step for the expansion of knowledge as it was lighter and handy to
carry from one part to another. Writing manuscript (hand written document)
began in about 382 AD that made the spread of written literature and became the
inspirational source for inventing printing press. According to Bible, Moses
used chiseled stone to convey ten commandments as a writing form around 7th
century( Bates 2015). Gutenberg's
printing press was invented in 1450 AD which became convenient tool to transform
those manuscripts and written documents into printing form and publishing books
around the world. Public education system was developed in Europe and America
in early 17th century followed by the use of blackboard, chalk
board in eighteenth century. Larger numbers of schools were opened in those
times. Books were developed through 1800s and used in the classroom as a chief
means of teaching and learning tool through lecture method. These materials
accelerated the learning environment. Postal system began in 1840s as a
reliable source of written information. Pencils were introduced in to the
classroom in the beginning of 20th century which replaced the individual hand
held slate board. In 1905, stereoscope was invented and used to capture the
realistic image of people and surroundings. The audio video age began
around 1910 AD after the discovery of successful radio wave transmission by
Marconi.BBC radio was started in 1920. As a result, radio programs were
partially used in motivational way for teaching as one way communication.
Universities commenced to broadcast the educational radio programs. The craze
of establishing new radio stations was in rising trend. Till the end of 1922,
thirty radio stations transmitters and 6,000 receivers were actively in use in
Detroit and Pittsburgh in the United States (Ackerman, 1945, p.2). BBC launched its first adult education
in 1924 on 'Insects in Relation to Man' (Bates, 2015) Film strip projector was developed around mid 1920s and were used
to display silent movie and images in the classroom and they were
replaced by overhead projector that came to in use 1930s. The
usage of large scale overhead projector technologies can be marked at the time
of Second World War by the US to train and mediate their soldier through films
and projector. They were further used in the class room in place of film
strip projector. In 1950s, learning labs were set up to teach foreign languages
in the context of post World War II situation. In 1957, Skinner's
learning machine was developed and utilized to prepare lessons by the teachers
based on behaviorism learning theory. The age of information started from
1960s along with the invention of television. The televisions were used to
watch film and cartoon etc. VHS tape and VCR got invented by 1970. British
government established the Open University in 1969 and collaborated with BBC to
develop university program (Bates, 2015). In 1970, apple computer wad developed
which has great impact in education for long time. According to Bates (1985) , India began to deliver educational activities
through locally generated television programs in local languages with
the help of INSAT satellite. A computer assisted instruction system
called PLATO was invented in University of Illinois by 1970 with online concept
of discussion forum, chat rooms, instant message, screen sharing and
multiplayer games (Bates 2015). Audio tapes as well as the Computer Based
Learning (CBT) and Computer Assisted Instruction CAI) were practised through
1970s to 1990s. in the mid of 1970s, handheld held calculators were brought in
to use to solve mathematical problems. In 1980, PC with one CD room was
discovered. Graphing calculators were applied in engineering in late
1980s. First computer networking, Arpanet was developed to use internet protocol
in the USA in 1982. The first power point program was launched by Microsoft Company
as a presentation tool in 1987. Desktops were made available in the classroom
for the students as well in 1990s. The first smart board interactive whiteboard
was implemented in 1991 AD. The Digital era started during 1990s after the
innovation of internet technology. It made the easy and quick access to the
outer world connecting globally through faster and convenient way of
information and communication. The first web browser got discovered in 1993.World
Wide Web was launched in 1994 by Tim Bunerly which made easy access for
collection, simulation and collaboration of information. In late 1990s, Wiki,
Google and blog were developed which provide plenty of space for searching
data, read and write in the web and presentation .From 2000s, the interactive
age of technology commenced due to the discoveries modern technologies like
smart response LE/PE, Laptop, smart phones, document camera, smart response XE,
media apps, digital pen, i-pad, clickers etc . People can use these
technologies for learning& research in the global context to create diverse
and networking learning environment. Educational technologies in 21st century
include:
Digital Technology: The First Choice Of Learning in Recent Time
The traditional modes and practices of teaching and learning seem to be outdated as they are unable to meet the educational goals along with the invention of modern technologies. This kind of system couldn't address the necessities of the of the learner in the recent era of information and communication technology. Consequently, the medium of teaching and learning is being gradually transformed to advanced technology including digital learning.
Digital technology is a part of e-learning with most updated technologies which include electronic tools or device, system, deices and resources which can generate , process and store the data. It includes the computer, laptops, internet, smart phones, smart board, projector, cameras, videos, web based game apps and web 2.0 technologies. Digital technology converts the text in to e-text which has made easier to adapt and transfer of information n the globalized world. This technology has played the significant role in both physical classroom and virtual class room. It is equally effective in distance and open education system. Through this technology, teacher and learner get the opportunity to view the global activities in no time. That's why traditional teaching and learning system is advancing via digitalized technology where one can feel lively experience as a first choice of learning technology.
The use of technology depends on the way of development, tools, context, time, purpose, culture, society etc. We are better person to understand ourselves so the selection of the technology in classroom depends on the hand of teacher in relation to the concerning factor. However, implementing such type of modern gadgets in accordance with our
context and availability, various methods of e- learning can be applied in
educational system in a conscious and effective way. The decent use of
technology in education gears up the learning capability, speed and
implementation of knowledge in our day to day life. Different type learning
apps, mobiles games and proper us of social media are now being instrumental in
education.
References:
1.
Ackerman,
W. C. (1945). The dimensions of American broadcasting. The Public
Opinion Quarterly, 9(1), 1-18
2.
Bates, A. W. (1985) Broadcasting in
Education: An Evaluation London: Constables
3. Bates, A. W. (2015). Teaching in a Digital Age: Guidelines for designing teaching and learning
4. . Richey, R. C., Silber, K. H., & Ely, D. P. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends, 52(1), 24-25.
5. Spector, J. M. (2015). Foundations of educational technology:
Integrative approaches and interdisciplinary perspectives. Routledge
6. http://edutech202.blogspot.com/2012/12/historical-development-of-educational.html
7. https://youtu.be/UFwWWsz_X9s
Wednesday, July 21, 2021
What is digital literacy?
Digital Literacy
Literacy refers to the
general knowledge (concept) about something in surface level bit it doesn't
mean only that. UNESCO defines literacy as "Beyond its conventional
concept a set of reading and counting skills, literacy is now understood as a
means of identification, understanding, interpretation, creation and
communicating in an increasingly digital, text- mediated, information- rich and
fast -changing world". It deals with conscious learning and application of
knowledge.
Digital literacy
indicates the competency on manipulation of digital technologies and tools
which include internet, multimedia and ICT etc.
Digital literacy refers to the capability of understanding and handling
information presented through computer especially via internet in different formats
and various sources (Gilster, 1997). The European Framework for Digital
Literacy (EFDL) further explains digital literacy as:
"Digital literacy
is the awareness, attitude and ability of individuals to appropriately use
digital tools and facilities to identify, access, manage, integrate, evaluate,
analyse and synthesize digital resources, construct new knowledge, create media
expressions, and communicate with others, in the context of specific life
situations, in order to enable constructive social action; and to reflect upon
this process” (Martin & Grudziecki, 2006).
Thus, digital literacy is the use of such advanced
digitalized technologies and gadgets in the right place and the right way
avoiding abuse. It focuses on the ability of seeking and selecting information,
analysis, integration and application of the processed information to our
everyday life for creative learning and communication under the digitalized
system. Gilster (1997) identifies the four main competencies of digital
literacy: collecting ideas or data, assessing the information content, seeking
the Internet, and navigating hypertext.
Opportunities
·
Provide a platform for practical experiment and
get feedback.
·
Promote the active participation/engagement of
students.
·
Boost creative
thinking.
·
Create a useful and
competitive learning environment.
·
Make familiar with
recent technology.
·
opportunity for lively
experience.
Challenges
·
Difficulty for self controlling.
·
Content selection problem.
·
Lack of technical knowledge.
·
Lack of guidance.
·
Problem of time management.
·
Possibilities of digital division
between haves or haves not.
·
Lack of reliable infrastructure.
·
Abuse of technology
There are
both opportunities and challenges of digital literacy. I think, the opportunities should be utilized properly and
the challenges can be minimize through supplying enough information handling
technologies, creating awareness, providing adequate knowledge about use and
misuse of technology, using these technologies in relation to their
availability and upgrading the infrastructures.
references:
Duffy,
J. (2008). Digital Literacy: Tools and Methodologies for Information
Society. Issues in Science and Technology Librarianship, (55). https://doi.org/10.5062/F4TM782M
Gilster, P. (1997), Digital literacy.
New York: Wiley Computer Publications
(2006) DigEuLit: Concepts and tools for digital literacy development, innovation in teaching and learning in information and computer
Sciences, 5:4, 249-267, DOI: 10.11120/ital.2006.05040249
https://en.unesco.org/themes/literacy
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