First things first. It’s never just about the apps. End of. That said being guided around tried and tested apps from the classroom can be really helpful. With that in mind, back in 2014 I cre…
Via Yashy Tohsaku
K-12 schools are beginning to see the educational value of virtual and augmented reality and are investing in these technologies even though price points are still aimed at higher-end markets.
In the Methacton School District in a Philadelphia suburb, a high school oceanography class recently visited the Great Barrier Reef, while a Spanish class traveled to cities in Spain and Mexico. The students and their teachers were taking part in the Google Expeditions Pioneer Program to test out a virtual reality (VR) platform built for the classroom using Google Cardboard, which requires only a smartphone, an inexpensive cardboard phone holder and an accompanying app.
המחברים מתארים שלוש הישנויות של קורס מוּק (MOOC) שפותח מחומרי הכנה מקוונים עבור כיתת מבוא לפיזיקה אשר תוקנה במכון הטכנולוגי של מסצ'וסטס (MIT), שבו צוות ההוראה מתקשר עם קבוצות קטנות של סטודנטים הפותרים בעיות תוך שימוש בפדגוגיה של פתרון בעיות למומחים.
«‘We live in the age of the digital native’, or so many would have us believe. But what does the term really mean? Can someone truly pick up digital skills intuitively? Does this mean there is no need to try to teach young people how to use computers? We don’t think so. This idea of digital natives is a dangerous fallacy that risks leaving young people without the competences they need for the workplace, and risks leaving businesses without the skilled employees they need.»
SAMR is a technology integration model that basically shows the way to get the most out of your technology in the classroom. The dotted line in the chart to the right shows where you cross over from doing what you’ve always done — just adding technology — to doing what you couldn’t do before.
Redefinition is at the top of the SAMR model, but that doesn’t mean that you “win” or that you’re doing it right only if you reach redefinition. Some tasks just aren’t made for redefinition, and great learning can happen without redefinition.
But redefinition is the Holy Grail. If you get there, you’re providing learning that couldn’t have happened a decade ago (maybe a year ago).
המטרה של חקר מקרה זה של Edchat#, קבוצת מחנכים שנפגשת מדי שבוע בטוויטר, הייתה לחקור התפתחות מקצועית בלתי פורמלית מבעד לעדשות של תיאוריית קהילות המעשה (communities of practice). נותחו תצפיות בצ'אטים, ראיונות עם המשתתפים ומסמכים ארכיוניים.
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