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More than a decade into the 21st century and we are still keeping learners and teachers prisoners of the analog past by enforcing outdated mandates that ban and block them from using the digital resources of their world.
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Karen Bonanno rescooped this on School Library Advocacy. (May 7, 7:58 PM) |
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Richard Jones rescooped this on elearning_moodle_schools. (May 7, 6:55 PM) |
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FEED THE TEACHER rescooped this on JUST TOOLS. (May 7, 6:20 AM) |
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Shamblesguru rescooped this on Mobile Learning k-12. (May 7, 5:08 AM) |
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Andy Murden rescooped this on Transforming Learning. (November 15, 2011 1:00 PM) |
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Mark Pegrum rescooped this on Ubiquitous Learning. (November 14, 2011 6:25 AM) |
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Tony Parkin rescooped this on Disruptive Nostalgia in Education UK. (November 14, 2011 6:20 AM) |
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Nik Peachey shared this post on Facebook page. (November 14, 2011 5:47 AM) |
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Nik Peachey shared this post on LinkedIn. (November 14, 2011 5:47 AM) |
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Nik Peachey shared this post on Twitter. (November 14, 2011 5:47 AM) |
Learning Technology
Nik Peachey is a freelance educational consultant, writer and teacher trainer specialising in web based technologies for language learning and development. As well as publishing in journals and with ELT publishers, he also publishes his own work on 4 free websites. Nik holds an M.Ed in ELT and technology from Manchester University and is also a PRINCE 2 qualified Project Manager. 
The telephone mirrored many of the fears and promises attributed these days to social networks, author Tom Vanderbilt writes in the Wilson Quarterly. This technology, as revolutionary as it was, failed equally to deliver both critics' most dire predictions and supporters' fondest hopes. There's a lesson here for how we view the Internet. 
For a long time now I have been looking for a tool that enables instant polling in the classroom or in the lecture room. I specifically wanted something that; doesn't require registration (especially from the people I'm polling), updates very quickly, works on any platform from computers to mobile devices. It looks like I have finally found what I've been looking for and best of all it's free. The tool that I have found is Mentimeter and it does all of the above. 
The Broadband Imperative provides an up-to-date assessment of access to broadband by students and teachers (in and out of schools); current trends driving the need for more broadband in teaching, learning and school operations; and specific recommendations for the broadband capacity needed to ensure all students have access to the tools and resources they need to be college and career ready by 2014-15 and beyond. In this task you create a video questionnaire based around a text. The text could be one from the your course book or it could be from another book, magazine of from the internet somewhere. 
This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven’s Progressive Matrices, a verbal fluency test and a Coding test. What follows from imagining a Knowledge Machine is a certainty that School will either change very radically or simply collapse. It is predictable (though still astonishing) that the Education Establishment cannot see farther than using new technologies to do what it has always done in the past, teach the same curriculum. I have suggested that new media radically change the concept of curriculum by demoting its core elements. But I would go further: The possibility of freely exploring worlds of knowledge calls into question the very idea of an administered curriculum. 
Most important is the need for a different approach to teacher development that focuses on helping teachers with their own digital literacies. These are the skills to integrate technology into our daily lives and practices. Technology use, just like the language our students learn, needs to focus on things that are useful and that enrich and enable lives. 
Over the past eighteen months Internet security company AVG (disclosure – Rabbit client) has been carrying out research to see how technology has changed childhood, beyond recognition from someone who grew up twenty or thirty years ago. 
Teacher Attitudes About Digital Games in the Classroom, a survey which sampled teachers from across the country, reports some important baseline findings about overall usage of digital games, and delves into teacher's observations about the beneficial types of learning and social behaviors using games can promote. 
How can we ensure that our learners are digitally literate? The elements then become a stable foundation for any planning to start from. I have taken each of the elements and looked at it as a starting point for planning learning and teaching in my class leading to the following possible strategies. 
Compare your digital teaching skills to those of other teachers from around the world. 
The word combinations option produces a great list of collocations for the word, and what's better, if you click on the collocates, you get the kind of list that a concordancer will produce, with the expressions highlighted in context. |
More recently, the conversation has shifted from purchasing computers to purchasing mobile devices. Whether they are tablet computers, cell phones or media devices, as long as there were ample productivity apps available as well as usable assess to the internet through WiFi, school would be able to better afford the cost of assess to technology and provide opportunities for ’21st Century Learning’ as these devices cost a mere fraction of the price of a computer. The future of digital culture – yours, mine, and ours – depends on how well we learn to use the media that have infiltrated, amplified, distracted, enriched, and complicated our lives. I believe that learning to live mindfully in cyber culture is as important to us as a civilization as it is vital to you and me as individuals. 
Take, for example, students who watched TV while reading a book. They reported feeling more emotionally satisfied than those who studied without watching TV, but also reported that they didn’t achieve their cognitive goals as well 
While the iPad’s potential in formal learning environments is clear, there is a practical side to its implementation that is not often recognized until after they’re purchased. Logistics here are usually left to an over-worked school or district IT person—or worse, to the classroom teacher. But did you know that iPad storage can also impact classroom management? 
The following 8 training modules have been developed to assist teacher education institutions (TEIs) in training teachers to integrate ICT in their pedagogy. You need Adobe Flash Player to display the training modules properly in your browser. 
This Working Paper Series scans the globe to illuminate the ways in which mobile technologies can be used to support the United Nations Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and make learning more accessible, equitable, personalized and flexible for students everywhere. 
Despite this current challenge, we envision a future when students will migrate from the paper books used in previous centuries to tablets and smartphones for interactive, digital learning 
My fondest memories of school are of the occasions on which I made stuff. When I think about what other aspects of my learning I enjoyed most, I always come back to the basic principle of creativity. Getting me involved in creative tasks that result in tangible outcomes was one of the ways my teachers ensured that I remained engaged and enjoyed the process of learning. 
Howard Rheingold isn’t too concerned about whether Google is making us stupid or if Facebook is making us lonely. Those kind of criticisms, Rheingold says, miscalculate the ability humans have to change their behavior, particularly when it comes to how we use social media and the Internet more broadly. 
This project aims to expand the range of creative experiences for young authors, by presenting AR technology in ways appropriate for this audience. In this process, we investigate how young children conceptualize augmented reality experiences, and shape the authoring environment according to this knowledge. 
At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas. 
‘Munch, Poke, Ping’ is a report which Stephen Carrick-Davies produced for the UK Government's Training and Development Agency (TDA) in 2011. The focus of the research was to consider the risks which vulnerable young people, excluded from schools and being taught in Pupil Referral Units (PRUs), encounter online and through their mobile phones. The aim was to then ascertain what specific advice, support and safeguarding training staff working with these vulnerable young people need when it comes to understanding social media and mobile technology 
Over the last few weeks I have been playing with a very simple brainstorming and voting website called tricider. The great thing about tricider is that it is incredibly quick and simple to use, and yet it enables users to collect information and opinions from all over the web in a very easily digestible and powerful way. |
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