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Entwicklungen und trends in der IT

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Entwicklungen und trends in der IT

  1. 1. ENTWICKLUNGEN UND TRENDS IN DER IT<br />16.03.2010<br />
  2. 2. DIGITAL AGE<br />
  3. 3. VIDEO „Digital Natives“<br />
  4. 4. Silver Surfer<br />Nerd<br />Digital Pioneers<br />Digital Immigrant<br />Digital Sceptics<br />Digital Natives<br />
  5. 5. Digital Immigrant<br />Digital Natives<br />Digital Sceptics<br />
  6. 6. DIGITAL NATIVES<br />
  7. 7.
  8. 8.
  9. 9. DIGITAL IMMIGRANTSDIGITAL SCEPTICS <br />
  10. 10.
  11. 11.
  12. 12.
  13. 13. WIM VEEN – HOMO ZAPPIENS<br />http://collegerama.tudelft.nl/mediasite/Viewer/?peid=b4788792-6da9-449c-a7d1-dcfe26627655<br />
  14. 14. GROWING UP IN A DIGITAL AGE<br />
  15. 15.
  16. 16.
  17. 17. Veränderung der Sprache<br />
  18. 18.
  19. 19. Multitasking<br />
  20. 20.
  21. 21.
  22. 22. Bedeutung der Schule<br />
  23. 23.
  24. 24. Nicht linearer Denkansatz<br />
  25. 25.
  26. 26. Veränderte Fertigkeiten<br />
  27. 27.
  28. 28.
  29. 29. Unterschiede<br />
  30. 30.
  31. 31.
  32. 32. Unterschiedliche Lerntypen<br />
  33. 33.
  34. 34.
  35. 35.
  36. 36. ?<br />
  37. 37.
  38. 38.
  39. 39.
  40. 40. DIE DIGITALE SCHULE<br />VIDEO: DIGITALESCHULEREALITAETUNDZUKUNFT.wmv<br />
  41. 41.
  42. 42.
  43. 43. NEUES UNVERSTÄNDNIS<br />
  44. 44. ALTES UNVERSTÄNDNIS<br />
  45. 45.
  46. 46.
  47. 47.
  48. 48.
  49. 49.
  50. 50. ZUSAMMENFASSUNG<br />Noch (!!) bestimmen „Digital Immigrants“ die Regeln!<br />Vieles wird nach der Zeit der „Digital Immigrants“ verändert sein.<br />
  51. 51.
  52. 52. Verändertes Selbstverständnis der LehrerInnen<br />ROLLENWECHSEL:<br />Schüler sind kompetent <br />Lehrer sind inkompetent<br />
  53. 53. Aren’t you finding that more and more of our students (and our children) are arriving in our classes with technological skills far superior to our own? <br />Advanced Technologies for DE<br />A blog for describing the experiencie of a DE course<br />
  54. 54.
  55. 55. SCHULISCHE KONSEQUENZEN<br />Video: DigitalLearning.mp4<br />
  56. 56.
  57. 57. Merkmale - Ziele<br />Veränderung der Lerninhalte<br />Wissen ist ständig verfügbar<br />Veränderung der Methoden<br />Multitasking (?!)<br />Kollaboratives Lernen<br />Wiki, multi-access, googlewave, …<br />Social Networking<br />
  58. 58.
  59. 59. Ziele<br />Welche Kompetenzen machen konkurrenzfähig?<br />Wie unterrichtet man diese Kompetenzen???<br />
  60. 60. Für den schulischen und universitären Bereich stellt sich die Frage, ob nun die „Digital Natives“ die Sprache der „Digital Immigrants“ lernensollen oder umgekehrt? Ersteres schließt Prensky aus, weil das Gehirn von „Digital Natives“ bereits verändert ist. Demzufolge kann eine Änderung nur von Seiten der „Digital Immigrants“ kommen, wobei immer nur eine Annäherung stattfinden kann, die Versäumnisse einer fehlenden digitalen Sozialisation sind nicht aufzuholen.<br />
  61. 61. Digital Natives – Digital ImmigrantsVerständnisprobleme<br />Was wissen wir darüber was unsere Kinder im Internet (IKT-Bereich) tun??<br />
  62. 62.
  63. 63. Ego-Shooter<br />"In erster Linie ist BioShock ein Ego-Shooter, der zu eher unmoralisch wirkendem Verhalten animiert:<br />Man kann seine Gegner in Brand setzen, um dann hitzesuchende Raketen auf sie abzufeuern, kann sie elektrokutieren, Bienenschwärme über sie herfallen oder sie an Medikamentenvergiftung sterben lassen. Um aber solche Fähigkeiten zu erlangen, benötigt man eine Substanz namens ADAM, die von genmanipulierten und mental versklavten kleinen Mädchen aus herumliegenden Leichen abgezapft wird.<br />Und nun das Dilemma: Wenn man diese Little Sisters verschont, bekommt von ihnen 80 Einheiten ADAM, aber wenn man sie umbringt, kann man glatt 160 Einheiten aus ihnen heraussaugen. Und je mehr ADAM man hat, desto besser stehen die eigenen Chancen, das Spiel zu gewinnen."<br />
  64. 64. COSPLAY (Sailor Moon)<br />
  65. 65.
  66. 66.
  67. 67. Gehen diese (veränderten) Gewohnheiten spurlos an den Kindern vorbei?<br />
  68. 68.
  69. 69. Natives – Immigrants – Sceptics<br />Ausdruck von Mails, Dokumenten …<br />Arbeit am PC bedeutet nicht Arbeit<br />Multitasking<br />Erlernte oder erfahrene PC Kompetenzen<br />Lesen von Gebrauchsanleitung <br />
  70. 70. Game Based Learning<br />Regeln – im Gegensatz zum traditionellen Spiel – werden während des Spielens kennengelernt (vgl. Lesen von Gebrauchsanweisungen)<br />erkunden – Hypothesen aufstellen – neu erkunden – überdenken<br />komplexe Handlungen – mehrdimensional<br />Aufgaben nur im Team lösbar <br />Belohnungen<br />Metalernen – (vgl. Mathe – genaues Denken)<br />
  71. 71. Welchen Effekt die Games auf ihre Spieler haben, hängt von  zahlreichen Faktoren ab, meint Spieleforscher Douglas Gentile von der Iowa State University – vom Spielinhalt und der -struktur ebenso wie  von der Spieldauer. “Computerspiele sind nicht gut oder schlecht,  sondern mächtige Lerninstrumente, die viele Effekte haben, mit denen  wir nicht gerechnet haben.”<br />
  72. 72. … dass mit Hilfe von Videogames eine “neue  Schreib- und Lesefähigkeit” erworben wird. Sprache sei nicht das  einzige wichtige Kommunikationssystem der Menschheit. Um die Welt zu  begreifen, müssen Menschen ebenso die Bedeutung von Bildern,  Geräuschen oder Bewegungen verstehen. <br />Computerspiele vermitteln genau diese “Multimodalität”!<br />US-Literaturprofessor James Paul Gee von der Arizona State  University<br />
  73. 73. dass Computerspiele die kognitiven Fähigkeiten verbessern.<br />So wurden in einer  Studie der Iowa State University die räumlichen und manuellen  Fähigkeiten von Chirurgen mit Computerspiel-Erfahrung untersucht. Die “spielenden” Chirurgen, geübt im flinken und präzisen Umgang mit der Maus, waren bei komplizierten Operationen schneller und machten  weniger Fehler als die Operateure ohne Computerspiel-Erfahrung.<br />
  74. 74. Veränderungen der Medienwelt verändern unser Verständnis von  Bildung und erfordern neue Denkweisen, neue Formen der kulturellen  Verarbeitung und Interaktion mit der Welt um uns!<br />Dazu zählt er etwa Multitasking und die Fähigkeit, Inhalte aus verschiedenen Quellen und Medien miteinander zu verbinden – Fertigkeiten, die durch viele  Videogames gefördert werden.<br />
  75. 75.
  76. 76. US-Schule unterrichtet Kinder mit Videogames<br />In der Quest toLearn-Schule in Manhattan lernen Kinder Mathe und Co über Videospiele<br />Während Videospiele von vielen Eltern und Lehrer meist als negativ und vom Lernen abhaltend wahrgenommen werden, will eine Schule in den USA das Gegenteil beweisen. In der “The Quest toLearn School” in Manhattan lernen die Schüler fast ausschließlich über Videospiele und von Games inspirierten Aktivitäten.<br />
  77. 77. TEST DIGITAL NATIVE DIGITAL IMMIGRANT<br />http://www.nhk.or.jp/digitalnative/en.html<br />
  78. 78. THEMENSCHWERPUNKT<br />Spiegel<br />FAZ<br />Zukunftsweb<br />
  79. 79. Cyber-Mobbing<br />Cyber-Mobbing, das absichtliche Beleidigen, Bedrohen und Belästigen über das Internet<br />Kleine Zeitung<br />
  80. 80. ORGANISATION VIA INTERNET<br />Tag der Jogginghose<br />Yeswecan<br />Flashmob<br />Guerilla Gardening<br />
  81. 81. Neue Entwicklungen<br />Videoskin<br />Video: Skinput-touchscreen.mp4<br />
  82. 82. CHATROULETTE<br />http://www.chatroulette.com/<br />STORY<br />
  83. 83. ZUKUNFTSPERSPEKTIVEN<br />Video: Future Internet VideoZukunftsWeb.flv<br />

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