How is techonology intergrated for 21st learners.

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Rachelle Hetter

Effective Technology for 21st Learners

Education

What is the Effective Technology Integration for 21st Century Learners? By, Rachelle H.

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Hemos soñado con el hecho de tener una plataforma de comunicación, interacción y participación de carácter internacional, donde se hable en un lenguaje claro, sencillo, fresco, dinámico, con la menor cantidad de tecnicismos posibles, que despierte los deseos de conocer más detalles, de investigar, controvertir, enriquecer y compartir, razón por la cual hemos decidido relanzar Apunte Empresarial para ponerla a su total disposición. Apunte Empresarial es otro producto con el sello de OleWow

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A INTER, ,CTIOW DESIGN I beyond human-computer interaction Color Plate 1 Figure 1.2 Novel forms of interactive products embedded with computational power (clockwise from top left): (i) Electrolux screen- fridge that provides a range of functionality, in- cluding food manage- ment where recipes are displayed, based on the food stored in the fridge. (iii) 'geek chic', a Levi jacket equipped with a fully integrated computer network (body area network), enabling the wearer to be fully connected to the web. ENTER [IV) Barney, an interactive cuddly toy that makes learning enjoyable. Figure 1.1 1 2D and 3D buttons. Which are easier to distin- guish between? Color Plate 2 Figure 2.1 An example of augmented reality. Virtual and physical worlds have been combined so that a digital image of the brain is superimposed on the person's head, providing a new form of medical visualization. Figure 2.14 The i-room project at Stanford: a graphical rendering of the Interactive Room Terry Winograd's group is researching, which is an innovative technology- rich prototype workspace, integrating a variety of dis- plays and devices. An overarching aim is to explore new possibilities for people to work together (see http://graphics.stanford.EDU/projects/iwork/). - . - I.. , . Color Plate 3 Figure 2.6 Recent direct-manipulation virtual environments (a) Virtue (Daniel Reid, 1999, www-pablo.cs.uiuc.edulPro- jectNRNirtue) enables software developers to directly ma- nipulate software components and their behavior. (b), (c) Crayoland (Dave Pape, www.ncsa.uiuc.eduNis/) is an interactive virtual environment where the child in the image on the right uses a joystick to navigate through the space. The child is interacting with an avatar in the flower world. Color Plate 4 Figure 3.7 Dynalinking used in the PondWorld software. In the background is a simulation of a pond ecosystem, comprising perch, stickleback, beetles, tadpoles, and weeds. In the foreground is a food web diagram representing the same ecosystem but at a more abstract level. The two are dynalinked: changes made to one representation are reflected in the other. Here the user has clicked on the arrow between the tadpole and the weed rep- resented in the diagram. This is shown in the PondWorld simulation as the tadpole eating the weed. The dynalinking is accompanied by a narrative explaining what is happening and sounds of dying organisms. Figure 3.9 A see-through handset-transparency does not mean simply showing the insides of a machine but involves providing a good system image. Color Plate 5 Figure 4.1 'l'he rooftop gar- den in BowieWorld, a collab- orative virtual environment (CVE) supported by Worlds.com. The User takes part by "dressing up" as an avatar. There are hundreds of avatars to choose from, in- cluding penguins and real people. Once avatars have entered a world, they can explore it and chat with other ...

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