Turtle projects are infrastructure projects that improve bandwidth in schools, the Open University, Janet & SuperJanet, Wikipedia, Khan Academy, YouTube, MOOCs. Moodle… I could go on all day. None of these initiatives are device-focused. They focus on cognitive ergonomics not consumer electronics. Lesson here – stop the largely wasted research on device-based projects, the endless stream of apps and do not keep on taking (and buying) the tablets. Think about learning and learners not devices.
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For many children around the world today there are no artificial boundaries between being ‘offline’ and ‘online’. The environments that children find themselves in are increasingly digital, as much of their socializing, learning, civic engagement and entertainment happens online. In many countries, children and young people are among the greatest users of this technology. Even in countries where overall internet penetration is low, it is much higher among the 15-24 age group.
"To develop students as “innovators” in their pursuits, we must embody this as educators. As I continue to research and look at different processes where innovation excel, such as design thinking, there are several characteristics that seem common amongst these themes. Here they are below and why they are important for educators:"
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Nowadays, many educators use the same methods over and over again in their lessons for students to express themselves and demonstrate their new knowledge. Today’s students want to express themselves in a variety of different ways. They want their academic work to be relevant, engaging and fun.
Below is a diverse list adapted from resources found at fortheteachers.org of potential student products or activities learners can use to demonstrate their mastery of lesson content. The list also offers several digital tools for students to consider using in a technology-enriched learning environment.
The OECD has recently published a report entitled "Students, Computers and Learning: Making the connection"(http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm). This report has caused quite a stir - both in popular media and in professional and academic circles. But what does it actually say? What are the conclusions we should draw from it? What are the consequences and implications we should expect?
With so much information readily available in a range of multimodal formats, from text to multimedia, apps and social networking, we need to blend technological learning and critical literacy together so that students can critically appraise the information that they are accessing. Teaching digital literacy is something that can be embedded into regular teaching in all subjects at all stages of education. To do that, it needs to be explicitly taught and reinforced by every teacher in every subject in a way that is appropriate for students.
In today’s post, we have assembled a collection of some useful web tools and apps that support the ethos of inquiry-based learning. Using these tools will enable students to engage in a wide range of learning tasks that are all driven by a sense of inquiry and questioning.
Investing heavily in school computers and classroom technology does not improve pupils' performance, according to a global study from the OECD.
Linda Denty's insight:
As much as I love lots of new technology, I do think that we have rushed head-long into this new age just assuming it will make learning somehow magically better. Good results come from great teachers who make connections with and understand the needs of their students and if this includes technology then all the better, but computers alone cannot improve results.
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