I could start my workshops by showing teachers how to find and do everything. I could lead them through a step-by-step, do-what-I-do tutorial of various apps —“point here, click there”—and teachers could simply watch what I do and then repeat what I do. But the problem with that approach is, by the end of the workshop, it creates a culture of dependency. The instructor ends up the center of the learning, not the students, and disseminates information to a mostly passive audience. I’m simply not empowering them to learn if I’m at the center of learning.
Get recommended app lists, webcasts and resources selected by Apple Distinguished Educators. Our recommended apps have been tested in a variety of different grade levels, instructional strategies and classroom settings. We are what we app!
Many studies show us that our brains prefer storytelling to facts.When we read facts, only the language parts of our brains work to understand the meaning. When we read a story, the language parts of our brains and any other part of the brain that we would use if we were actually experiencing what we’re reading, light up.This means that it’s easier for us to remember stories than facts. Our brains can't make major distinctions between a story we’re reading about and something we are actually doing....
Edutopia is one of my favourite web sites. It has recently run a series written by Monica Burns aka @ClassTechTips featuring Resources for Using iPads across multiple grade levels. Though I've featured them each individually here on iPads in Education I thought it might be useful to post all of the series in one collection.
" Whether you’re the parent of a child with a reading disability or an educator that works with learning disabled students on a daily basis, you’re undoubtedly always looking for new tools to help these bright young kids meet their potential and work through their disability. While there are numerous technologies out there that can help, perhaps one of the richest is the iPad, which offers dozens of applications designed to meet the needs of learning disabled kids and beginning readers alike. Here, we highlight just a few of the amazing apps out there that can help students with a reading disability improve their skills not only in reading, writing, and spelling, but also get a boost in confidence and learn to see school as a fun, engaging activity, not a struggle. Here are “50 Best iPad Apps for Reading Disabilities:”
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.
While acknowledging that the whole concept of self-determination – or ‘Google learning’ as it has been called, pejoratively, in certain circles – is fraught with the potential for missing the point, being distracted into rabbit warrens or just getting bad information, we would like to emphasise that this is only a potential.
===> Any learning theory is only as good as the way in which it is applied and worked through, and we have seen it produce highly successful results where correctly applied, in the right circumstances. <===
Watch this space for chapter and verse, as we will soon be publishing case studies of several recent programmes that feature high levels of learner self-direction.
Learners are changing, learning is changing – and heutagogy can give important clues about rebalancing the burden of responsibilities and permissions in an always-on, networked, instructorless, post-course world.
August 28, 2014 A fun game can be a great way to deliver instruction, especially during a break from school. It can make education more engaging for even the most recalcitrant student. And sometimes...
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