Aspi 2 Web2

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Aspi 2 Web2

  1. 1. 2008 SEMINAR Information and Communication Technology and ELT Susana Trabaldo
  2. 2. 1985 2005 ICT
  3. 3. <ul><li>ICT users… </li></ul><ul><li>use digital gadgets for amusement, communication , entertainment , access to information, learning </li></ul><ul><li>are used to processing multimedia information (videos and digital files) faster than textual information </li></ul><ul><li>prefer images to text </li></ul><ul><li>are multi-task: they consult different information pieces from different sources at the same time </li></ul><ul><li>expect instant reply </li></ul><ul><li>are always communicated (permanent use of technology) </li></ul><ul><li>create their own content </li></ul><ul><li>live the p2p concept : they network </li></ul><ul><li>“ surf” fluently </li></ul><ul><li>prefer games to structured information or activities </li></ul>
  4. 4. Digital natives have built their own concepts of space, time, number, identity, memory from their everyday digital gadgets experience. Varied research areas: abilities – culture – different ways of expressing ourselves
  5. 5. DIGITAL NATIVES Under 25 / 30 Native use of digital environment codes / “language” ICT are central in their everyday lives ICT are used to study, make friends, buy, look for information, … Native Digitals have acquired ICT use naturally, ICT are meaningful for them. DIGITAL INMIGRANTS 25 / 30 or more Learn how to use ICT They “speak the language” of ICT but with some accent ICT are not central They have learnt how to use ICT But have not acquired them as their “ mother tongue”. Different ways of accessing information and communicating space, time, quantity, resources
  6. 8. Native student Immigrant teacher generation gap different habilities, cognitive styles culture and communication Is a paradigm better than the other? How can we understand each other? What can natives learn from immigrants? What can immigrants learn form natives? What do our students need?
  7. 9. <ul><li>About students: </li></ul><ul><li>short attention span </li></ul><ul><li>they tend to change topics quickly </li></ul><ul><li>information is often dealt with superficially </li></ul><ul><li>class work can be very slow, monotonous </li></ul><ul><li>… </li></ul><ul><li>About teachers: </li></ul><ul><li>afraid of not being able to understand the new paradigm </li></ul><ul><li>and not doing their work effectively </li></ul><ul><li>students can often use technology better than teachers can </li></ul><ul><li>a need for training </li></ul><ul><li>… </li></ul>
  8. 10. <ul><li>Let’s see the web evolution in Argentina: </li></ul><ul><li>--- Web 1.0 </li></ul><ul><li>Publishing requires programming knowledge </li></ul><ul><li>Synchronous and asynchronous text communication </li></ul><ul><li>Taxonomy: hierarchy, categories </li></ul><ul><li>HTML </li></ul><ul><li>2005 --- Web 2.0 </li></ul><ul><li>Anybody can publish: only basic computing skills are necessary </li></ul><ul><li>Collaborative content creation </li></ul><ul><li>Tagging </li></ul><ul><li>XML </li></ul><ul><li>2007 ---- Web 3D or Web 3.0 </li></ul><ul><li>Simulation </li></ul>
  9. 11. WEB 1.0
  10. 14. WEB 2.0
  11. 23. Web 2.0 / 3DWEB 3
  12. 24. <ul><li>Simulated environments </li></ul><ul><li>Immersion </li></ul><ul><li>Narrative creation </li></ul><ul><li>Participants produce their own content </li></ul><ul><li>Collaborative reality building: context, scenes, actions, objects, … </li></ul>

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