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Evaluating Chemistry lessons integrating ICT

Guiding Question

Effective chemistry lessons integrating ICT should ensure which criteria?

Assessing lessons according to Document No. 5555/BGDĐT-GDTrH

The evaluation of lessons can be based on the criteria outlined in Document No. 5555/BGDĐT-GDTrH issued on October 8, 2014, by the Ministry of Education and Training, guiding professional activities related to innovative teaching methods and assessment; organization and management of specialized activities in high schools/centers for continuous education via the internet. The evaluation criteria include lesson plans and teaching materials, organizing student learning activities, and student activities.

When selecting ICT tools to support lessons, teachers need to focus on the criterion "appropriateness of teaching aids and learning materials used to organize students' learning activities." Teachers should select and use teaching aids, software, and electronic learning materials that suit the learning outcomes, activities' organization, and students' technical proficiency. The chosen ICT tools should enhance teaching effectiveness, for example, by increasing students' interest and engagement, aiding deeper understanding, recording and processing student responses, and assisting students in creating appropriate learning products,...

To effectively organize ICT-integrated teaching, teachers need to prepare the technical requirements of the tools adequately, organize activities to positively engage students, and encourage them to use ICT tools to fulfill tasks, discuss, and create learning products. Additionally, during lesson organization, teachers should avoid overusing ICT, which might reduce essential interactions between teachers and students and consume teaching time.

Teachers can refer to the lesson evaluation criteria to design, self-assess, or assess colleagues' lessons. From this, they can make appropriate suggestions to improve the quality of their lessons.

Application of ICT in 21st Century Learning

In the 21st century, information and communication technology has become prevalent and plays a significant role in every aspect of life, including education. Designing 21st-century learning: Using ICT in learning (Microsoft, 2020) emphasizes changing experiences, knowledge creation, and generating specific ICT products. The assessment scale for ICT application in learning is divided into five levels (with described criteria) and is determined by answering the following questions:

Do learners have the opportunity to use ICT?
Does the use of ICT support learners' knowledge construction?
Is ICT required for constructing this knowledge?
Are learners designers of an ICT product?

REFERENCE

Microsoft (2020). 21st century learning design.

Ministry of Education and Training (2014). Công văn 5555/BGDĐT-GDTrH hướng dẫn sinh hoạt chuyên môn về đổi mới phương pháp dạy học và kiểm tra, đánh giá; tổ chức và quản lý các hoạt động chuyên môn của trường trung học/trung tâm giáo dục thường xuyên qua mạng [Document No. 5555/BGDĐT-GDTrH guiding professional activities related to innovative teaching methods and assessment; organization and management of specialized activities in high schools/centers for continuous education via the internet].

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