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Teaching With Technology. Ph.D.Priscilla Norton; Ph.D. Dawn Hathaway.

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  1. 1. AeCTS Technology for Teaching Angélica Guevara Bernal Centro Colombo Americano Pereira – Cartago Octubre 11 de 2013
  2. 2. Priscilla Northon & Dawn Hathaway George Mason University
  3. 3. What is AeCTs for? Real Problems Solving
  4. 4. What is AeCTs for? Authentic Problems Solving
  5. 5. How do we solve authentic problems? Tools Thinking Skills
  6. 6. What are thinking skills? Thinking skills are mental processes that we apply when we seek to make sense of experience. Bloom’s Taxonomy Thinking Skills:
  7. 7. Thinking Skills Real Problem s Analyzing Rememberin g Understandin g Applying Evaluating Creating
  8. 8. How to solve authentic problems? Individually? Collaborativel y?
  9. 9. Which type of tools? Tools «During humankind’s evolution, more complex structures of activity mediated by more complex tools produce more complex mental structures.» Lev. Vigotsky
  10. 10. About Tools (Mediators) – Lev. Vigotsky «Two phenomena marked the mediated relationship of humans with the environment: - The use of tools within a social organized activity. - The use of language as a cultural form of mediation. «By using activity mediators, the human being is able to modify the environment and this is her way of interacting with nature.»
  11. 11. Which type of tools? O Tools that help students produce knowledge. O Tools of which we are aware what their affordances are. O Tools that help develop thinking skills. O Tools that are easy to use. O Tools that serve the goal of a lesson.
  12. 12. Authenti cProble ms How to solve authentic problems? Appropriate Tools Thinking Skills
  13. 13. What does AeCTS stand for? A uthentic problem S oftwaree xit strategy C lear outcome T hinking skills
  14. 14. AeCTS AeCTS is, in my view, the methodology for teaching with technology tools. When used, the teacher can find ways to make technological tools solve real problems, which means that the lesson will be focused on solving a problem not on learning how special software works.
  15. 15. A uthentic Problem For creating authentic problems we need to bear in mind that problems have to make sense for students. They are described as very appealing and challenging. Authentic problems need to be completely related to the real world or the real context in which they live. When lessons are designed around authentic problems and make students care about the task that they are completing, the lesson is more successful.
  16. 16. E xit Strategy This exit strategy tells us about the other many opportunities the authentic problem can derive. Students can take a part in designing slight modifications to the outcomes.
  17. 17. C lear Outcome “The product” Students will no longer reproduce knowledge but produce content. The technology tools that we choose must be rooted in that specific product we want our students to create for developing their linguistic competences: - Listening - Reading - Writing - Speaking
  18. 18. T hinking Skill We need to be consider those thinking skills that we want our students to develop when working on an AeCTS lessons. How that specific thinking skill will develop the competences? - Listening - Reading - Writing - Speaking We need to design lessons and opportunities that don't just teach students how to learn but rather how to think.
  19. 19. S oftware Skills AeCTS tell us about teaching only the specific software skills that will meet the goals of the lesson. Tool Affordances The properties of an specific tool: those that best serve the goals of my lesson. In other words, «To match the tool with the goal.»
  20. 20. Planning a Lesson with AeCTS
  21. 21. Planning a Lesson with AeCTS 1. What are my goals? 2. What thinking skills do I want to develop in my students? 3. What language competences do I want to develop in my students? 4. How can that tool or software be useful for a specific lesson? 5. What are the affordances of that specific tool? 6. What is the product the students will create at the end of the lesson?
  22. 22. What are the Tool Affordances of… - Podcasts - Videos - Wikis - Blogs - WebQuests - Databases - Other Web 2.0 tools mjaeckel/portfolio/innov ator/afford.html
  23. 23. Instructional Time
  24. 24. Which elements of that tool (software) will you teach to your students?
  25. 25. The time you spend on preparing your students for the lesson is the key for great results.
  26. 26. Students will play, explore, and assign meaning and function to what they do.
  27. 27. Social Service Announcement Video O AUTHENTIC PROBLEM: You will raise awareness on the following issues: - Online predators. - Internet Fraud - Viruses - Cyberbullying - On line plagiarism O Exit strategy: Students’ ideas on the topic. O CLEAR OUTCOME: Reinforcing the four competences. O THINKING SKILLS: remembering, understanding, analyzing, applying, evaluating, creating. O SOFTWARE SKILLS: How to make a video and how to handle the Flip Camera.
  28. 28. Guidelines for making a video By Ahmed Bakouch
  29. 29. Monument Moments O AUTHENTIC PROBLEM: You will participate in the latest production of Travel Cast Series of Real Travel Experiences Magazine. O Exit strategy: Students’s ideas on the topic. O CLEAR OUTCOME: Reinforcing the four competences. O THINKING SKILLS: understanding, analyzing, applying, evaluating, cre ating. O SOFTWARE SKILLS: Audacity: steps and helpful information about what to use from the software. See the whole lesson here.
  30. 30. Porfolios O AUTHENTIC PROBLEM: Students will gather all the artifacts made during the lessons and write their own reflections on the most relevant topics. O Exit strategy: Students’s ideas. O CLEAR OUTCOME: Reinforcing the four competences. O THINKING SKILLS: understanding, analyzing, applying, evaluating, creating. O SOFTWARE SKILLS: Pbworks.
  31. 31. Why using AeCTS to design your lessons? Successful Classes integrating technology follow the AeCTS and SSCC (Search, Sort, Create, Communicate) design principles because:  They allow for students to collaborate and synthesize material into something meaningful to them.  They help turn something abstract into something that is concrete and therefore meaningful to the student.  They can be used with both technological and non- technological tools.  They better scaffold the instruction and student work into smaller pieces.
  32. 32. Print ResourcesO Brooks, Jacqueline Grennon. In Search of Understanding the Case for Constructivist Classrooms. Alexandria: Assn Supervn & Curr Dev, 1999. Print. O Brown, John Seely, Allan Collins, and Paul Duguid. Situated Cognition and the Culture of Learning. Champaign, Ill.: University of Illinois at Urbana-Champaign, 1989. Print. O Card, Orson Scott. Ender's Game. Rev. ed. New York: Tor, 1991. Print. O Collins, Allan, and Richard Halverson. Rethinking Education in the Age of Technology: the Digital Revolution and Schooling in America. New York: Teachers College Press, 2009. Print. O Cuban, Larry. Oversold and Underused: Computers in the Classroom. Cambridge, Mass.: Harvard University Press, 2001. Print. O Danielson, Charlotte. Teacher Leadership that Strengthens Professional Practice. Alexandria, Va.: Association for Supervision and Curriculum Development, 2006. Print. O Gee, James Paul. Good Video Games + Good Learning: Collected Essays on Video Games, Learning, and Literacy. New York: P. Lang, 2007. Print. O Gilster, Paul. Digital literacy. New York: Wiley Computer Pub., 1997. Print. O Horn, Robert E.. "A New Language Emerges." Visual language: global communication for the 21st century. Bainbridge Island, Wash.: MacroVU, Inc., 1998. 1-22. Print. O Johnson, Steven. Everything Bad is Good for You: How Today's Popular culture is actually making us smarter. New York: Riverhead Books, 2005. Print. O Norton, Priscilla, and Debra Sprague. Technology for Teaching. Boston, MA: Allyn and Bacon, 2001. Print. O Norton, Priscilla, and Karin M. Wiburg. Teaching with Technology: Designing Opportunities to Learn. 2nd ed. Belmont, CA: Thompson/Wadsworth, 2003. Print. O Peddiwell, J. Abner. The Saber-Tooth Curriculum. New York: McGraw-Hill, 1939. Print. O Pink, Daniel H.. A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York: Riverhead Books, 2005. Print. O Reynolds, Garr. Presentation Zen: Simple Ideas on Presentation Design and Delivery. Berkeley, CA: New Riders Pub., 2008. Print. O Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. 2nd ed. Thousand Oaks, Calif: Corwin, 2009. Print. O Roam, Dan. The Back of the Napkin: Solving Problems and Selling Ideas with Pictures. New York: Portfolio, 2008. Print. O Standage, Tom. The Victorian Internet: the Remarkable Story of the Telegraph and the Nineteenth centuryʼson-line pioneers. New York: Walker and Co., 1998. Print. O Tapscott, Don. Grown Up Digital: How the Net Generation is Changing Your World. New York: McGraw-Hill, 2009. Print. O Tishman, Shari, David N. Perkins, and Eileen Jay. The Thinking Classroom: Learning and Teaching in a Culture of Thinking. Boston: Allyn and Bacon, 1995. Print. O Toffler, Alvin, and Heidi Toffler. Revolutionary Wealth. New York: Knopf, 2006. Print. O Vygotskiĭ, L. S., and Michael Cole. Mind in Society: the Development of Higher Psychological Processes. Cambridge: Harvard University Press, 1978. Print. O Williams, Robin. The Non-Designer's Design Book. 3rd ed. Berkeley, Calif.: Peachpit ;, 2008. Print.
  33. 33. Many Thanks!! For more information go to: