The compulsory and optional ePICT modules

  

From the introductory descriptions below you can read more about the modules.

 

• Compulsory modules
• A. Let's Find Something on the Web
• B. Type a Text
• C. Where Are You Now?
• H. Work methods and ICT
• Optional modules
• 1. Pictures tell the story
• 2. It does its own calculations
• 3. Information on the screen
• 4. Get it out on the net
• 5. Into the Database
• 6. Data logging
• 7. In Columns?
• 8. Couldn’t one learn it via ICT?
• 10. ICT as compensating tool
• 11. Reading and ICT
• 12. Learning through games
• 13. Digital stories
• 14. School innovation

Information search and selection on the Internet. Different search methods are described. Information assessment is also an important theme in this module.
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Basic word processing is the ICT-skill element in Module B, whereas process-oriented writing pedagogy is to be described in relation to students in one's own class.
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Electronic communication and collaboration on the net. The pedagogical theme is based on cooperation between students from different schools.
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As an organization the school is under pressure - from politicians, "users" (both students and parents) and opinion makers. One demand that is being voiced regularly is that schools need to change focus and develop into a skills- and competence-based environment. At the same time both teachers and the school as such are met with demands of increased professionalism, internationalization, etc.
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Computer-based image processing is a theme of interest for both students and teachers. In this module participants learn to use the image processing program. Text layout is also included in the module. Participants learn to present texts that are at the same time appealing and fitting the communicative context in which they appear.
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The spreadsheet is a strong tool when it comes to working with figures. In maths education it can support an exploring and experimenting work method. In cross-curricular work the spreadsheet is an excellent tool for creation of diagrams.
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The computer can present information by means of a multimedia program or a presentation designer. The production of the presentation can be included in a pedagogical process where students gather material, plan and design screen images to fit a specific receiver.
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As webpages increasingly become a means of publishing, it is important that form and content speak the same language.
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When information search is carried out via www it is important to know certain work methods in order to find the right information. The information is not only found via a search engine but also in databases. Here teachers and students get an overview of database concepts.
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This module describes how to integrate ICT in natural science subjects with the use of datalogging.
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The power of a message depends heavily on the form of presentation. This is especially true for leaflets, brochures, posters etc. Applying some simple rules and tips can make a world of difference.
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Educational software.

Subject-specific software. How do you use it, select it and evaluate it?
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Students with special needs may experience large educational and personal gains and opportunities in the use of ICT. ICT tools can support reading and writing processes, but also the customized set up of the computer and the office tools can hold pedagogical potential. Teachers need to be aware of compensating technology and alternative ways of controlling the computer.
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Students with special needs may experience large educational and personal gains and opportunities in the use of ICT. ICT tools can support reading and writing processes, but also the customized set up of the computer and the office tools can hold pedagogical potential. Teachers need to be aware of compensating technology and alternative ways of controlling the computer.
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Computer games offer the opportunity to develop both personal and subject specific competencies. Students rarely experience that their game competencies are highly valued in the classroom situation, but games may prove to be a break-through in the hands of a creative teacher. Online games and games in networks offer communication, identification and absorption, creativity and learning. The games are most fun when played together with fellow students and thus hold a clear social perspective to be taken advantage of in special needs education. The integration of games in a particular learning scenario may prove an unexpected path to learning for the student.
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The optional module ”Digital stories” is about live images processed on the computer and published on the net.
You will have a choice between working traditionally with a video camera or experimenting with alternative techniques like webcam and portable computers, animations or small film stories composed of pictures, sound and music. Web casting is also a possibility.

Today live pictures have become extremely portable. With a standard mobile phone of the kind used by children and youngsters of today, videos can both be shown and recorded anywhere and at any time. It is also possible to record videos with most recent digital cameras, which – apart from still pictures – often produce videos of surprisingly high quality.
And even webcams can be used to record live images.

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Many things change in education these years. However, technology is not the main reason for this. The changes happen within thinking, learning and teaching … The processes of change is an indirect result of the integration of ICT in schools and society. Teachers must consider how ICT can be used in their place of work in the near future. Both in the pedagogical work and as a personal tool.
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