ABSTRACTThe current study investigated perceived development of pre-service teachers in their Instructional Material Design (IMD) competencies through the course Instructional Technology and Material Design, which is based on a technological, pedagogical, and content knowledge (TPACK) framework. A total of 22 Elementary Education pre-service teachers participated in the study. Five activities based on TPACK were designed by the instructors to provide students with specific teaching experience. Action research methodology was followed during the study, and each activity was part of the cycle of design. Data were collected through a questionnaire on pre-service teachers’ IMD competencies, their journals, assignments, open-ended questionnaires, teaching practice forms, observations, and software evaluation forms. The study revealed that pre-service teachers gained essential competencies in instructional material design. Moreover, the results showed that they experienced incorporating TPACK into their future teaching practices.
We can’t help but talk about flipped learning (flipped classrooms, inverted classrooms, reversed classrooms), and that’s not totally our fault. Schools are looking for ways to increase their use of technology, increase student achievement and focus on student skills. Businesses and reform groups are looking for buzzwords and hot topics to include in their headlines so people click their links. Ultimately, flipped classrooms have become embedded in the edusphere.
El desarrollo tecnológico de los dispositivos móviles va de la mano del interés creciente por parte del usuario hasta el punto que actualmente las tabletas están desplazando la demanda1 de netbooks y portátiles por su elevada portabilidad, coste y rendimiento; además de la usabilidad de las aplicaciones y el cuidado diseño de estos dispositivos. En este contexto, las apps para dispositivos móviles constituyen un excelente medio para proporcionar contenido educativo, tanto en términos de popularidad como de disponibilidad, en este sentido
En esta oportunidad quería mostrarles y analizar con ustedes un maravilloso proyecto del que me he enterado a través del blog Conectados en quinto, un trabajo impulsado por su referente TIC Gabriela Pandiello.El caso del que quiero contarles es...
To this end, it is important to define a taxonomy of MOOCs not from the institutional but the pedagogic perspective, by their learning functionality, not by their origins. So here's a starting list of eight:transferMOOCsmadeMOOCssynchMOOCsasynchMOOCsadaptiveMOOCsgroupMOOCsconnectivistMOOCSminiMOOCSs
Desde que en el año 2008 Dave Cormier y Bryan Alexander acuñaron el término MOOC (Massive Open Online Course) no han parado de surgir noticias cada vez más relevantes sobre estos cursos, hasta el punto que el propio presidente de la Universidad de Stanford John Hennessy lo denominase Tsunami, con estas palabras: “El tsunami está llegando”, y así fué.
Recently I wrote about collaborative learning spaces, and argued that we are entering unfamiliar territory. The boundaries of informal and formal spaces have blurred significantly, as have the boundaries between the real and the virtual. It appears that it no longer matters where learning occurs, as long as it is meaningful. Some might argue that learning that is situated is the most powerful. It is also important that learning is made to be active and engaging. If any of these components is missing, then clearly learning has not been optimised. When children learn, they do so through interaction with others, through observation and practice, discovery and experimentation and by doing and making. All of these aspects of learning are active. When they enter into formal education, they enter into an artificial environment where learning is managed, directed and organised for them. It is not hard to see how such an artificial transition from active to passive can stifle creativity and demotivate learners.
En este artículo se propone usar App Inventor1 como parte del curriculum de esta asignatura. App Inventor es al mismo tiempo un lenguaje de programación, una herramienta de diseño y un entorno de desarrollo de aplicaciones para móviles y tablets que funcionen con el sistema operativo Android. App Inventor permite también ejecutar las aplicaciones en un emulador, por lo que no es imprescindible disponer del teléfono para probar los programas que se hagan.
(Version 3) My submission for the the 2013 Saylor Foundation Digital Education Conference. www.saylor.org/posters-2/ My poster/meme is targeted at exposing the mixed bag of what people mean by the term Massive Open Online Course, or MOOC.