Agency of classroom settings:
The influence of ICT
Introduction
In the history of education, the material environment is studied frequently. In the nineteenth century classrooms we see clear pedagogical objectives. There was the blackboard, the school desks, didactical material stored in the cupboards, and the didactic plates covering the walls. This specific material setting was orienting pedagogical practice. The blackboard oriented the space and was the privileged place of knowledge transfer. Recently, ICT is influencing the way the educational process is organized spatially. The educational space and educational practice is transformed by the new didactic means such as digital projectors, smart boards, computers and the internet. Some of these transformations are perceivable in the classroom as a physical material setting. In his influential essay ‘Art and Agency’ the anthropologist Alfred Gell explained how artifacts and the physical surroundings act upon human beings. His anthropological theory makes clear that we not only act upon the inert, material environment, but also inversely. The physical surroundings also act upon the users of the environment.
Purpose and method
In this study we investigate how ICT as a new didactic means restructures the classroom as a material and spatial setting. In this manner, we examine how ICT reorganizes educational practice. Specifically, an exploratory case study attempted to examine the relationship between ICT and the classroom setting in 12 primary schools in Flanders, the Dutch speaking part of Belgium. Based on the pictures of the classroom setting in the sample schools, the aim of the first phase is to determine different types of classroom settings. Second, based on this typology, teachers are selected and interviewed about their perceptions of the link between the educational use of ICT and the classroom setting.
Findings
For the presentation, we will first present the special setting of ICT in the different classrooms. Second, the results of the interviews will be linked to these settings. The first results indicate 1) that the place of ICT is in transition: from computer labs towards in-classroom provision of ICT 2) that the position of ICT in the educational space is clearly linked to the school level and 3) the finding supports the idea that the specific positioning of ICT in the classrooms affect the use of ICT in learning activities. The question to what extent ICT in the spatial layout of a classroom affect the activities conducted in that setting will be the starting point of the discussion.
References
A. Gell, ‘Art and Agency. An anthropological theory’ in: Oxford: Oxford University Press, pp.12-22 especially p.18
Lawn M., Grosvenor I., Rousemare K. (ed.) (2005) Silences and Images: the social history of the classroom. Oxford: Symposium Books; and Lawn M. (ed.) Modelling the Future: Exhibitions and the Materiality of Education. Oxford: Symposium Books;
Agency of classroom settings:
The influence of ICT
Introduction
In the history of education, the material environment is studied frequently. In the nineteenth century classrooms we see clear pedagogical objectives. There was the blackboard, the school desks, didactical material stored in the cupboards, and the didactic plates covering the walls. This specific material setting was orienting pedagogical practice. The blackboard oriented the space and was the privileged place of knowledge transfer. Recently, ICT is influencing the way the educational process is organized spatially. The educational space and educational practice is transformed by the new didactic means such as digital projectors, smart boards, computers and the internet. Some of these transformations are perceivable in the classroom as a physical material setting. In his influential essay ‘Art and Agency’ the anthropologist Alfred Gell explained how artifacts and the physical surroundings act upon human beings. His anthropological theory makes clear that we not only act upon the inert, material environment, but also inversely. The physical surroundings also act upon the users of the environment.
Purpose and method
In this study we investigate how ICT as a new didactic means restructures the classroom as a material and spatial setting. In this manner, we examine how ICT reorganizes educational practice. Specifically, an exploratory case study attempted to examine the relationship between ICT and the classroom setting in 12 primary schools in Flanders, the Dutch speaking part of Belgium. Based on the pictures of the classroom setting in the sample schools, the aim of the first phase is to determine different types of classroom settings. Second, based on this typology, teachers are selected and interviewed about their perceptions of the link between the educational use of ICT and the classroom setting.
Findings
For the presentation, we will first present the special setting of ICT in the different classrooms. Second, the results of the interviews will be linked to these settings. The first results indicate 1) that the place of ICT is in transition: from computer labs towards in-classroom provision of ICT 2) that the position of ICT in the educational space is clearly linked to the school level and 3) the finding supports the idea that the specific positioning of ICT in the classrooms affect the use of ICT in learning activities. The question to what extent ICT in the spatial layout of a classroom affect the activities conducted in that setting will be the starting point of the discussion.
References
A. Gell, ‘Art and Agency. An anthropological theory’ in: Oxford: Oxford University Press, pp.12-22 especially p.18
Lawn M., Grosvenor I., Rousemare K. (ed.) (2005) Silences and Images: the social history of the classroom. Oxford: Symposium Books; and Lawn M. (ed.) Modelling the Future: Exhibitions and the Materiality of Education. Oxford: Symposium Books;
Itineraris Formatius i Competències del docent en la Societat del Coneixement Montserrat González Vera
Presentació a les Jornades "Compartint experiències AICLE" per a l'aplicació a l'aula. CEP Eivissa, maig 2014. Assessora de llengües estrangeres: Montse González Vera
Itineraris Formatius i Competències del docent en la Societat del Coneixement Montserrat González Vera
Presentació a les Jornades "Compartint experiències AICLE" per a l'aplicació a l'aula. CEP Eivissa, maig 2014. Assessora de llengües estrangeres: Montse González Vera
2 quarter art for gr 7-printmaking 2nd qtr (6 plans)S Marley
For more of my uploads please visit me:
PPT - http://brisktopia.com/Jd3
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Choir sheets are also available just ping me- http://brisktopia.com/PVd
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. IES SA SERRA
New High School.
2nd year of operaration.
1st and 2nd of ESO.
1st year of “Pla Pilot Plurilingüe”
3. Pla Pilot Pluringüe
Joaquín Tur Pilar Blanco
- Teaches Technology in -Teaches Arts in 1st
2nd ESO. ESO.
- First year in Sa Serra. - First year in Sa Serra.
5. Technology
2nd A 2nd B
● 28 students ● 29 students
● 8 NESE ● 7 NESE
●1 Native ●2 Native
English speaker English
speakers
6. Technology
3 lessons per week.
Using Moodle
6 Units
Work mainly in groups
where each student has
a different role
7. Units
1. The Technical Project. Graphical Expression Techniques
2. Materials for technical working. The wood
3. Structures and mechanisms
4. Electricity
5. Computers. Hardware and Software
6. Information Technologies. The Internet
9. Arts
1st A 1st B 1st C
● 22 students ● 23 students ● 24 students
● 12 NESE ● 7 NESE ● 6 NESE
●3 repeating the ● 1 UECCO ●4 repeating the
year year
●3 repeating the
year ●4 Native
english speakers
10. 3 lessons per week.
1 support lessson
1st ESO (English teacher).
No textbook.
1 TV + DVD
9 lesson plans
11. Units
1. Visual Language.
2. Elements of the Language of Art.
3. Colour.
4. Geometry.
5. Polygonal shapes.
6. Perspective.
7. Volume.
8. Comic.
9. Images of our environment.
12. Summarizing
We both:
Have 1 hour to preparate lesson plans.
Have a coordinator who guides us.
Meet once a week with the coordinator.
Neither of us has...
A Language Assistant… yet. (We are looking forward to meeting him or her!)
Much experience in CLIL...
But...
We have lots of energy
We are eager to learn and improve
