Lecture 4 Guess the topic of the lecture

1. Guess the topic of the lecture…

GUESS THE TOPIC OF THE
LECTURE…

2. Task

TASK
1. Write down three things that
have associations with the word
«ICT»
2. Discuss the following statement
(agree/disagree):
The youth is the digital generation
having no problems with the use of new
technologies in education.

3. ICT – nothing new… Do you agree?

ICT – NOTHING NEW… DO YOU AGREE?

4. Do you know when was the first book published?

DO YOU KNOW WHEN WAS THE FIRST BOOK
PUBLISHED?

5. 1477 – William Caxton

1477 – WILLIAM CAXTON

6. Lecture 4 «ICT in education»

LECTURE 4 «ICT IN EDUCATION»
1.
2.
3.
Differences in the determining ICT.
Technology SAMR
Some techniques used at the lessons of FL

7. What does “ICT” stand for???

WHAT DOES “ICT” STAND FOR???
Informational and
computer based
technologies
The set of methods,
processes and software
integrated for the
purposes collecting,
storing, sharing,
reflecting and using
information on behalf
of users.
(Е.I. Vishtynetsky,
А.О. Krivosheev).
Informational and
communication based
technologies
Technology of access to
various informational
sources (electronic,
printed, etc.) and tools
of co-activity, the unity
of system formation for
the gaining of the
certain result
(V. Lebedev).

8. Aims of the use of ICT in education:

AIMS OF THE USE OF ICT IN
EDUCATION:
Try to formulate 2-3 objectives to use ICT in the
classroom
1. Support and development of social
thinking of the pupil;
2. Support of all types of cognitive activity of
the pupil when acquiring knowledge, skills
and developing abilities;
3. Realization of the potential of the
individualization of the educational
process when saving its holistic aspect.
(Е.I. Vishtynetsky, А.О. Krivosheev).

9. The use of ICT at the lesson of FL

THE USE OF ICT AT THE LESSON OF FL
1) when presenting new knowledge — visualisation of
knowledge;
2) carrying out virtual control works;
3) consolidating of the material;
4) the system of control and analysis;
5) self work of the students;
6) integrated and mediated lessons, creation of Webpages, organising webinars;
7) training of the cognitive sphere of students
(attention, memory, thinking, etc.);
8) distance learning;
9) blended learning (O.Y. Zakharova).

10. ICT competency standards for teachers (UNESCO)

ICT COMPETENCY STANDARDS FOR
TEACHERS (UNESCO)
Key competences of the
future will include the
ability to use innovational
means of using technologies
for developing educational
environment as well as
stimulating technological
accuracy, creating new
knowledge.

11. Global support of ICT

GLOBAL SUPPORT OF ICT
NESTA – national
enterprise of science and
technical art “Decoding
learning”.
SAMR-Substitution,
Augmentation, Modification,
Redefinition
TPCK – Technological
Pedagogical
Contextualized
Knowledge

12. Assets and drawbacks of the use of ICT

ASSETS AND DRAWBACKS OF
THE USE OF ICT
Please, enlist 2-3 assets and
drawbacks of the use of ICT,
Share your opinions with the
partner.
Present your opinions

13. Assets and Drawbacks of the use of ICT (http://www.elmoglobal.com)

ASSETS AND DRAWBACKS OF THE USE OF ICT
(HTTP://WWW.ELMOGLOBAL.COM)
Top 3 assets of ICT
Top 3 drawbacks of ICT
1. Through ICT, images
can easily be used in
teaching and improving
the retentive memory of
students.
2‧Through ICT, teachers
can easily explain
complex instructions and
ensure students'
comprehension.
3‧Through ICT, teachers
are able to create
interactive classes and
make the lessons more
enjoyable, which could
improve student
attendance and
concentration.
1‧Setting up the
devices can be very
troublesome.
2‧Too expensive to
afford
3‧Hard for teachers
to use with a lack of
experience using
ICT tools

14. 2. SAMR technology

2. SAMR TECHNOLOGY
Substitution:
Instead of a printed textbook, students use a PDF file.
Instead of handwriting an essay in a notebook, a student
types it in Microsoft Word.
Augmentation:
A PDF with active links, built-in dictionaries, and text
search.
Students write essays in Google Docs using spell-check and
grammar suggestions.
Modification:
Students collaboratively edit a Google Doc in real time and
provide peer feedback via comments.
In literature class, instead of writing an analysis, students
create a podcast or video review.
Redefinition:
Students communicate with native speakers via Zoom and
create an international group project.
Instead of a traditional paper, students design an
interactive website or mobile app on the topic.

15. Matching Exercise

MATCHING EXERCISE
Match the example with the correct SAMR
stage:
Substitution, Augmentation,
Modification, Redefinition
a) Students write an essay in Word instead
of by hand.
b) Students collaborate on Google Docs and
leave peer feedback.
c) Students create an interactive website on
the topic instead of a traditional paper.
d) Students read a PDF instead of a printed
textbook, but with hyperlinks and a built-in
dictionary.

16. Check yourself!

CHECK YOURSELF!
Decide whether the statements are true (T)
or false (F).
1. Substitution involves new tasks that
were impossible before technology.
2. Augmentation means adding functional
improvements like hyperlinks or spell
check.
3. Modification allows for significant
redesign of a task.
4. Redefinition creates opportunities for
completely new types of learning.
F
T
T
T

17. test

TEST
Which stage does this activity
belong to?
Task: Students design a mobile app
that teaches vocabulary through
gamification.
A) Substitution
B) Augmentation
C) Modification
D) Redefinition

18. Fill in the Gaps

FILL IN THE GAPS
Complete the sentences with the
correct SAMR stage:
1. Using Zoom to connect with native
speakers belongs to _______.
2. Writing an essay in Word instead of
a notebook belongs to _______.
3. Editing a shared Google Doc in real
time belongs to _______.
4. Adding hyperlinks and dictionaries
to a PDF textbook belongs to
_______.
R
S
M
A

19. ЗУМП – Замена, Усовершенствование, Модификация, Преобразование

ЗУМП – ЗАМЕНА, УСОВЕРШЕНСТВОВАНИЕ,
МОДИФИКАЦИЯ, ПРЕОБРАЗОВАНИЕ
Технологии позволяют создавать новые
задания, которые ранее были невозможными
Усовершенствование
Модификация
Технологии позволяют модифицировать
задания в значительной степени
Усовершенствование
Технологии являются прямым инструментом
замены с функциональными
усовершенствованиями
Замена
Технологии являются прямым
инструментом без функциональных
усовершенствований
Преобразование
Преобразование

20. TPCK – Technological Pedagogical Contextua-lized Knowledge

TPCK –
TECHNOLOGI
CAL
PEDAGOGICAL
CONTEXTUALIZED
KNOWLEDGE

21. Conditions of functioning ICT in education.

CONDITIONS OF FUNCTIONING ICT IN
EDUCATION.
In accordance with the State Program "Digital
Kazakhstan", in the field of education, a target
indicator is provided to increase the level of
digital literacy of the population by 2022 to 83%.

22. “Digital Kazakhstan” programme

“DIGITAL KAZAKHSTAN” PROGRAMME

23. Integration of AI in education. Do you agree? 18/09/2025

INTEGRATION OF AI IN EDUCATION. DO
YOU AGREE? 18/09/2025

24. Do you know that… what is the correlation: student-computer in Kazakhstan???

DO YOU KNOW THAT…
WHAT IS THE CORRELATION: STUDENTCOMPUTER IN KAZAKHSTAN???
2001
2008
2011
2024
62 pupils
?
?
?

25. Do you know that… what is the correlation: student-computer in Kazakhstan???

DO YOU KNOW THAT…
WHAT IS THE CORRELATION: STUDENTCOMPUTER IN KAZAKHSTAN???
2001
2008
2011
2024
62 pupils
23 pupils
16 pupils
4 pupils

26. Health related Negative aspects of ICT

HEALTH RELATED NEGATIVE
ASPECTS OF ICT
Enlist some of the negative aspects of ICT

27. Negative aspects of ICT

NEGATIVE ASPECTS OF ICT
Internet obsession and violation of the principle
of health preservation.

28. Negative aspects of ICT

NEGATIVE ASPECTS OF ICT
Information overload

29. Negative aspects of ICT

NEGATIVE ASPECTS OF ICT
Inability to sort out information because of the
chaotic character of the information stream.

30. Negative aspects of ICT

NEGATIVE ASPECTS OF ICT
Back pains ,
Electro magnetic radiation,
Visual fatigue,
Overload of joints of hand

31. joints of hand

JOINTS OF HAND
Stress when missing information,
Psychological problems.

32. ICT in relation to other modules

ICT IN RELATION TO OTHER
MODULES

33. ICT and Critical Thinking (example)

ICT AND CRITICAL THINKING (EXAMPLE)
Mind Mapping
https://www.mindmeister.com/ru.

34. Assets of the use of the digital Mind Maps:

ASSETS OF THE USE OF THE DIGITAL MIND
MAPS:
- concise information,
- folded representation,
- orientation to global knowledge,
- visual form,
- interaction and multimedia
character of the map.

35. Add your own examples of the use of ICT and critical thinking

ADD YOUR OWN EXAMPLES OF THE USE OF
ICT AND CRITICAL THINKING

36. ICT and Group Work (example) Interactive Whiteboard

ICT AND GROUP WORK (EXAMPLE)
INTERACTIVE WHITEBOARD
СЛАЙД 2 “Label the pictures with words given below”.

37. Recording video lessons http://camstudio.org/

RECORDING VIDEO LESSONS
HTTP://CAMSTUDIO.ORG/

38. ICT and dialogic teaching (example)

ICT AND DIALOGIC TEACHING (EXAMPLE)
Emailing - “Chain Story Writing” (1 person –
1 sentence… «Once upon a time…»
Webinars - AnyMeeting.com
Blogging – mypage.ru

39. ICT and planning

ICT AND PLANNING
https://www.edmodo.com/home#/planner

40. ICT and assessment

ICT AND ASSESSMENT
www.rubistar4teachers.org

41. Poll method in ICT

POLL METHOD IN ICT
https://www.google.kz/intl/ru/forms/about/

42. How do you feel about ICT? Choose the picture

HOW DO YOU FEEL ABOUT ICT?
CHOOSE THE PICTURE

43. A Task for practical lesson on ICT

A TASK FOR PRACTICAL LESSON ON
ICT
Prepare a report on the topic
“ICT in the Republic of Kazakhstan:
education, statistics” (1-2 minutes).
It can be done in groups!

44. Thank you! Ask me questions!

THANK YOU!
ASK ME QUESTIONS!