The workshop began on 21st
August 2017. It was held on six consequent days. The workshop was inaugurated
by our beloved College Principal Dr. Lakshmi K Nair, while the inaugural
address was given by our respected Vice Principal Dr. Ambili Aravind and our
ICT faculty Dr. Sajan K S. The session included the topics like: audio editing,
video editing, image editing, word formatting, Excel data editing, Excel graph
and how to create a blog?. As we got such an experienced resource person to
train us, the session was really useful and applicable in our training period
as well. From that programming session we got the basic concepts about the use
of ICT in teaching and learning. The workshop session came to an end on 31st
August 2017 . At the end of the workshop, all the participants were happy to
have got rid of their fear of computers.
Universal design for learning
provides the opportunity for all students to access, participate in and
progress in the general education curriculum by reducing barriers to
instruction.UDL is a research based
Framework that helps teachers plan learning to meet the diverse and variable
needs of all students. UDL helps to explore how hidden barriers to learning can
be identified and minimized.
ORGINS
OF UDL
The UDL Framework was conceived
by researchers at the center for Applied Special Technologies (CAST) in the late 1980 as the result of three
conceptual shifts:
UNIVERSAL DESIGN : After the passage of the Americans with Disabilities Act (ADA)
in the 1990’s, the schools and other public buildings were retrofitted with
ramps and other architectural features to provide physical access. These
changes were an expensive afterthought rather than proactive design. Leaders in
the field of architecture suggested a more cost -effective strategy -designing
the building from the beginning with flexible Universal Design principles in
mind so that all users could have access.
DIGITALIZED TEXT: At the same time, technological advances allowed
alternatives to “one size fits all” academic materials that used only one fixed
material -print. Now, text could be easily enlarged, simplified, summarized,
highlighted, translated, converted to speech, graphically represented and
supported through accessible, digital materials.
BRAIN RESEARCH ON LEARNING NETWORKS : Concurrently, brain imaging
conducted while individuals were engaged in learning (eg:reading,writing)
revealed three networks at work in the brain during learning :recognition
network (the “what” of learning), strategic network (the “how” of learning),
and effective network (the “why” of learning[sh1][sh2])
(Rose
and Meyer 2002)
Influenced
by architectural Universal design principles ,the accessibility and flexibility
offered by digitized text, and the conceptualization of three learning
networks, innovators at CAST developed what they called
“Universal design For Learning”.
Three principles organize the UDL guidelines
UDL is based on three main principles
Representation:
UDL offers information in more than one format. For example, text books are primarily
visual. But providing text, audio, video and hands-on learning gives all kids a
chance to access the material in whichever way is best suited to their learning
strengths.
Action
and expression: UDL give kids more than
one way to interact with the material and to show what they have learned.For example, teachers can assess students
using pen and paper tests, oral presentations or group projects.
Engagement:
UDL looks for different ways to motivate students. Letting kids make choices
and giving them assignments that feel relevant to their lives are some examples
of how teachers can sustain students' interest. Other common strategies include
making skill building feel like a game and creating opportunities for students
to get up and move around the classroom.
The UDL framework provides a
flexible, responsive curriculum that reduces or eliminate barriers to learning.UDL
approach of Curriculum options that present information and content in varied
ways, differentiate the manner in which learners can express what they know,
and encourage students in meaningful, authentic learning. With UDL, more
students are:
TPACK is an emergent form of knowledge that goes beyond
all three “core” components(content,pedagogy,and technology). Expert teachers
now are those who can bring together knowledge of subject matter, what is good
for learning and technology (ICT). The expert teachers needs to make creative
links between what is being learned(content), how is it taught( pedagogy), and
the appropriate tools (technology ). The combination is described as Technological
Pedagogical Content Knowledge(TPACK).
Content knowledge
Content knowledge is teachers knowledge
about the subject matter to be learnt of taught. Knowledge
of content is of critical importance for teachers. As Shulman (1986) noted
,this knowledge would include knowledge of concepts, theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well as established practices
and approaches toward developing such knowledge. The cost of not having a
comprehensive base of content knowledge can be prohibit, for example, students
can receive incorrect information and development misconceptions about the
content area.
Pedagogical knowledge
Pedagogical knowledge is
teachers deep knowledge about the processes and practices or methods of
teaching and learning. They encompass, among other things, overall educational
purposes, values and aims.
Pedagogical content knowledge
PCK is the notion of the transformation
of the subject matter for teaching. This transformation occurs as the teacher
interprets the subject matter, find multiple ways to represent it, and adapts
and tailors the instructional materials to alternative conceptions and students’
prior knowledge.
Technology knowledge
Technology knowledge is always in a state of flux- more so than the
other two core knowledge domains in the TPACK framework. The definition of TK used in the TPACK
Framework is close to that of fluency of Information Technology.
Technological pedagogical knowledge.
TPK Is
an understanding of how teaching and learning can change when particular
technologies are used in particular ways. To build TPK, a deeper understanding
of the constraints and affordances of technologies and the disciplinary contexts
within which they function is needed.
Technological
content knowledge
Knowledge of how to use Technology
within a specific content area. Teachers need to understand which specific
technologies are best suited for addressing subject-matter learning in their
domains and how the content dictates or perhaps even changes the technology -or
vice versa.
·Technological pedagogical content knowledge(TPACK) is the
knowledge base teachers need to effectively teach with the use of technology in
various subjects and practicing teaching methods.
·TPACK makes the learning of the subject for the student easier
with appropriate pedagogy and Technology.
·TPACK is aimed to help teachers in creative thinking.
·With the practice of TPACK, the process of curriculum sample
will reflect teachers' experiences to be more professional and bringing a new
dimension to technology for educational purposes.
·The framework of TPACK model requires that teachers should
develop a detailed complex, fluent and flexible knowledge of all the
components, and teachers should find the appropriate technology and should know
how and why to use this technology in the teaching process.
·Teachers' beliefs and experiences are also effective in the
environment of Information and Communication technologies in education.
·Teachers should improve themselves in order to harmonize the
existing technology with pedagogical and professional competence, to easily
overcome the possible problems, to find appropriate solutions and develop new
plans.
·Teachers' perception of information technologies and their views
on, and practice in the use of these technologies are important in terms of
determining the present progress in technology enhanced learning
