A summary of the following reading:
Lemke, C. (2010). Innovation through technology pp. 243-273. In Bellanca, J. & Brandt, R. (Eds). 21st Century Skills: Rethinking how students learn. Bloomington:Solution Tree Press.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use, and the need for educational practices to bridge this divide by incorporating technologies students use outside of school.
The document discusses challenges and opportunities for educators in the digital age. It notes that today's learners are digital natives who are collaborative and co-creators of content. However, many educators remain "digital immigrants" who are more independent and single-source dependent. It emphasizes the need for educators to engage learners both in-person and online, and to participate in advanced pedagogical discussions. The document also outlines pressures like technological changes that are influencing educational design and the transition to more social models of learning.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use, and the need for educational practices to bridge this divide by incorporating technologies students use outside of school.
The document discusses challenges and opportunities for educators in the digital age. It notes that today's learners are digital natives who are collaborative and co-creators of content. However, many educators remain "digital immigrants" who are more independent and single-source dependent. It emphasizes the need for educators to engage learners both in-person and online, and to participate in advanced pedagogical discussions. The document also outlines pressures like technological changes that are influencing educational design and the transition to more social models of learning.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Teaching New Literacy in a Digital EnvironmentMitchie Anne
This document discusses the impact of technology on teaching and learning. It describes how the development of language, printing, and information communication technology have revolutionized how knowledge is shared. Today's students spend most of their free time using technology. The document defines different digital literacies needed in the modern world like using technology for research and problem solving. It argues teachers need to shift from being knowledge transmitters to facilitators in order to engage digital learners. The role of students also changes from being passive recipients to active participants in collaborative learning through projects that integrate technology skills.
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Taking forward change in technology-enhanced educationguest8720ad21
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
This document discusses innovations in digital learning and their implications for education. It summarizes three key innovations: 1) Visualization, which enhances learning through visual and multimodal design principles. 2) Democratization of knowledge, which opens up lifelong learning opportunities online. 3) Participatory learning, which emphasizes collaboration over individual work. The document argues these innovations require skills like critical thinking, self-direction, collaboration and adaptability. It provides a framework for educational leaders to establish a culture open to new ideas and accelerate the spread of powerful concepts.
Teaching new literacy in a digital environmentNikkithalia
This document discusses the impact of digital technologies on teaching and learning. It notes that while the first revolution came with language and the second with printing, the third revolution occurred with the rise of computers and the internet in the late 20th century. This digital environment has created a gap between today's tech-savvy students and many of their teachers. The document provides guidance for teachers to discover the digital world and develop new digital literacies, including information fluency and media fluency. It also explores how ICT changes the roles of both teachers and students, shifting them towards more active and collaborative learning. Effective internet learning activities are also discussed.
This document discusses the importance of digital literacy and 21st century skills in education. It argues that digital literacy is important for increasing student achievement and engagement, preparing students for college and careers, and promoting inclusiveness through assistive technology. The document outlines standards for 21st century learning and describes what a 21st century classroom looks like, including characteristics like student-centered learning, collaborative learning, and adaptive technology. It discusses challenges like the debate around "bring your own device" policies and how assistive technology can help more students succeed. Overall, the document makes the case that technology and digital skills are necessary for students to compete in today's world.
The document discusses key strategies for developing ICT digital literacy, including adopting 21st century learning skills, supporting teacher training in ICT, and benchmarking progress through assessments. It emphasizes aligning education with global standards and promoting lifelong learning. Schools must consider how students and teachers can access online tools for learning both in and out of the classroom. Developing ICT digital literacy benefits individuals, businesses, and societies by providing access to information and economic opportunities. Specific competencies include defining information needs, accessing, evaluating, managing, integrating, creating, and communicating information. Standards provide a framework for students to determine information needs, access information effectively, evaluate sources critically, use information purposefully, understand legal and ethical
Curriculum pathway to curriculum innovationJune Wall
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL (1960s-1970s) focused on repetitive drills and practice based on behaviorist learning theories. Programs provided immediate feedback in a non-judgmental way and allowed individualized self-paced learning.
2) Communicative CALL (1970s-1980s) emerged in response to the communicative language teaching approach, focusing on authentic communication over drills. Programs encouraged original student utterances rather than just manipulating language.
3) Integrative CALL (1980s-present) is based on developments in multimedia and the Internet that allow various media like text, graphics
The document discusses ways for educators to integrate technology into their classrooms to better prepare students for a technology-driven world and economy. It provides reasons for why technology integration is important and addresses common concerns teachers have, like not having enough computers. It also offers many online resources and ideas for lessons that incorporate technology to engage students and help teachers assess technology skills.
This document discusses the evolution of e-learning technologies over time from multimedia authoring tools in the 1980s to current technologies like MOOCs and tablets. It describes key characteristics of social and participatory media like being open, distributed, networked, and dynamic. The document proposes a meta-model for learning that describes learning as occurring individually or socially, through information or experience, and in a reflective or non-reflective way. Examples are given of how technologies can support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The concept of a digital social milieu and digital identity are also discussed.
The document discusses the benefits of technology and how daily exposure to devices like computers and phones can stimulate brain development by strengthening neural connections. It also notes that the current technological revolution is creating an intellectual revolution that is faster and better than previous changes. The document suggests that what older generations believe may not apply to new generations, especially regarding traditional value systems, due to changes created by the information age.
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
The document discusses the skills needed for the 21st century as identified by various organizations over time. It notes that the Delors Report in 1996 by UNESCO first identified four pillars of education: learning to learn, learning to do, learning to live together, and learning to be. More recently, frameworks from OECD, the University of Melbourne, and Partnership for 21st Century Skills have outlined additional important skills such as communication, creativity, ethics, critical thinking, problem solving, collaboration, digital literacy, and life/career skills. National frameworks from India like CBSE and NEP 2020 also emphasize skills including scientific temper, evidence-based thinking, innovation, communication, collaboration, digital/coding literacy, and citizenship.
The document discusses the role of technology and media in delivering healthcare and education. It explains that technological innovation can enhance the learning experience for students by integrating new technologies into education in an appealing way. It also discusses how technology can be used to deliver healthcare, particularly for people in remote areas. The document outlines some examples of how technology is used in medical and psychological education, such as through online health records, education programs, and the use of films and fiction in classroom assignments.
This document discusses effective technology integration for 21st century learners. It addresses how teachers can use the internet in the classroom beyond just Wikipedia, how students can connect with others to further their learning, and how teachers can use technology for professional growth and advocacy. The document stresses that technology should be used as the best tool available and not just because it exists. It provides a reference for a resource on linking technology, learning, and school change.
Students use technology to be creative, construct knowledge, and develop innovative products and processes. Technology plays an important role in enhancing the learning process by allowing students to expand their knowledge and understanding. Students also use digital tools to communicate, collaborate, conduct research, and support their own learning as well as the learning of others.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
The document discusses three innovations that are shaping 21st century learning: visualization, democratization of knowledge, and participatory learning. It argues that students today need skills like critical thinking, self-direction, collaboration, and adaptability due to these innovations. Further, it provides a framework for education leaders to establish a culture open to new ideas, encourage risk-taking, and spread powerful creative concepts that can drive change.
Teaching New Literacy in a Digital EnvironmentMitchie Anne
This document discusses the impact of technology on teaching and learning. It describes how the development of language, printing, and information communication technology have revolutionized how knowledge is shared. Today's students spend most of their free time using technology. The document defines different digital literacies needed in the modern world like using technology for research and problem solving. It argues teachers need to shift from being knowledge transmitters to facilitators in order to engage digital learners. The role of students also changes from being passive recipients to active participants in collaborative learning through projects that integrate technology skills.
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Taking forward change in technology-enhanced educationguest8720ad21
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
This document discusses innovations in digital learning and their implications for education. It summarizes three key innovations: 1) Visualization, which enhances learning through visual and multimodal design principles. 2) Democratization of knowledge, which opens up lifelong learning opportunities online. 3) Participatory learning, which emphasizes collaboration over individual work. The document argues these innovations require skills like critical thinking, self-direction, collaboration and adaptability. It provides a framework for educational leaders to establish a culture open to new ideas and accelerate the spread of powerful concepts.
Teaching new literacy in a digital environmentNikkithalia
This document discusses the impact of digital technologies on teaching and learning. It notes that while the first revolution came with language and the second with printing, the third revolution occurred with the rise of computers and the internet in the late 20th century. This digital environment has created a gap between today's tech-savvy students and many of their teachers. The document provides guidance for teachers to discover the digital world and develop new digital literacies, including information fluency and media fluency. It also explores how ICT changes the roles of both teachers and students, shifting them towards more active and collaborative learning. Effective internet learning activities are also discussed.
This document discusses the importance of digital literacy and 21st century skills in education. It argues that digital literacy is important for increasing student achievement and engagement, preparing students for college and careers, and promoting inclusiveness through assistive technology. The document outlines standards for 21st century learning and describes what a 21st century classroom looks like, including characteristics like student-centered learning, collaborative learning, and adaptive technology. It discusses challenges like the debate around "bring your own device" policies and how assistive technology can help more students succeed. Overall, the document makes the case that technology and digital skills are necessary for students to compete in today's world.
The document discusses key strategies for developing ICT digital literacy, including adopting 21st century learning skills, supporting teacher training in ICT, and benchmarking progress through assessments. It emphasizes aligning education with global standards and promoting lifelong learning. Schools must consider how students and teachers can access online tools for learning both in and out of the classroom. Developing ICT digital literacy benefits individuals, businesses, and societies by providing access to information and economic opportunities. Specific competencies include defining information needs, accessing, evaluating, managing, integrating, creating, and communicating information. Standards provide a framework for students to determine information needs, access information effectively, evaluate sources critically, use information purposefully, understand legal and ethical
Curriculum pathway to curriculum innovationJune Wall
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL (1960s-1970s) focused on repetitive drills and practice based on behaviorist learning theories. Programs provided immediate feedback in a non-judgmental way and allowed individualized self-paced learning.
2) Communicative CALL (1970s-1980s) emerged in response to the communicative language teaching approach, focusing on authentic communication over drills. Programs encouraged original student utterances rather than just manipulating language.
3) Integrative CALL (1980s-present) is based on developments in multimedia and the Internet that allow various media like text, graphics
The document discusses ways for educators to integrate technology into their classrooms to better prepare students for a technology-driven world and economy. It provides reasons for why technology integration is important and addresses common concerns teachers have, like not having enough computers. It also offers many online resources and ideas for lessons that incorporate technology to engage students and help teachers assess technology skills.
This document discusses the evolution of e-learning technologies over time from multimedia authoring tools in the 1980s to current technologies like MOOCs and tablets. It describes key characteristics of social and participatory media like being open, distributed, networked, and dynamic. The document proposes a meta-model for learning that describes learning as occurring individually or socially, through information or experience, and in a reflective or non-reflective way. Examples are given of how technologies can support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The concept of a digital social milieu and digital identity are also discussed.
The document discusses the benefits of technology and how daily exposure to devices like computers and phones can stimulate brain development by strengthening neural connections. It also notes that the current technological revolution is creating an intellectual revolution that is faster and better than previous changes. The document suggests that what older generations believe may not apply to new generations, especially regarding traditional value systems, due to changes created by the information age.
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
The document discusses the skills needed for the 21st century as identified by various organizations over time. It notes that the Delors Report in 1996 by UNESCO first identified four pillars of education: learning to learn, learning to do, learning to live together, and learning to be. More recently, frameworks from OECD, the University of Melbourne, and Partnership for 21st Century Skills have outlined additional important skills such as communication, creativity, ethics, critical thinking, problem solving, collaboration, digital literacy, and life/career skills. National frameworks from India like CBSE and NEP 2020 also emphasize skills including scientific temper, evidence-based thinking, innovation, communication, collaboration, digital/coding literacy, and citizenship.
The document discusses the role of technology and media in delivering healthcare and education. It explains that technological innovation can enhance the learning experience for students by integrating new technologies into education in an appealing way. It also discusses how technology can be used to deliver healthcare, particularly for people in remote areas. The document outlines some examples of how technology is used in medical and psychological education, such as through online health records, education programs, and the use of films and fiction in classroom assignments.
This document discusses effective technology integration for 21st century learners. It addresses how teachers can use the internet in the classroom beyond just Wikipedia, how students can connect with others to further their learning, and how teachers can use technology for professional growth and advocacy. The document stresses that technology should be used as the best tool available and not just because it exists. It provides a reference for a resource on linking technology, learning, and school change.
Students use technology to be creative, construct knowledge, and develop innovative products and processes. Technology plays an important role in enhancing the learning process by allowing students to expand their knowledge and understanding. Students also use digital tools to communicate, collaborate, conduct research, and support their own learning as well as the learning of others.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
The document discusses three innovations that are shaping 21st century learning: visualization, democratization of knowledge, and participatory learning. It argues that students today need skills like critical thinking, self-direction, collaboration, and adaptability due to these innovations. Further, it provides a framework for education leaders to establish a culture open to new ideas, encourage risk-taking, and spread powerful creative concepts that can drive change.
This document provides an overview of a keynote presentation on connected learning and 21st century skills. The key goals of the keynote are to build a case for change in education and lay the foundation for the presenter's Powerful Learning Practice team's work. Some of the topics covered include the changing world and needs of students, defining connected learning, examining trends like mobile learning and open content, and discussing skills like collective intelligence and transmedia navigation. The presentation emphasizes that meaningful technology integration depends on innovative teaching approaches.
This document discusses the shift to connected learning and communities as a new model for professional development. It discusses three main types of learning communities: professional learning communities (PLCs) which are local and face-to-face; personal learning networks (PLNs) which are individual and online; and communities of practice (CoPs) which are global and focused on shared interests. Connected learning communities allow educators to build knowledge both individually and collectively in a way that can drive real change.
This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.
The document discusses 21st century skills and classroom settings. It notes that 21st century skills will include critical thinking, collaboration, adaptability, communication, and accessing information. It contrasts a traditional, teacher-centered classroom with an environmental studies classroom that uses real-life, project-based learning. It predicts that in the future, classrooms will use more multimedia, blogs, wikis, interactive whiteboards, and student-centered, project-based, integrated curricula to develop students' critical thinking and problem solving abilities. Teachers will empower students and guide self-directed learning, while students will create and share multimedia content, participate in online networks, and inspire higher motivation and achievement through collaboration.
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
This document provides an overview of a workshop on designing the learning process through the integration of new technologies. It includes sections on workshop structure, pedagogical technological content knowledge, activities using various digital tools, and discussions of topics like ICT in education and higher education, strategies for ICT adaptation, and trends in educational technologies. The workshop aims to explore how new technologies can be incorporated into teaching and learning to improve the learning process.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and how instruction needs to change to develop these skills. It identifies creativity, critical thinking, communication, collaboration and other skills as important for success. It recommends instruction incorporate projects, problem-solving, collaboration and technology. The role of teachers is also examined, with 21st century teachers described as adaptable, visionary, risk-taking learners and leaders who facilitate new styles of learning. The digital divide between natives and immigrants is also covered.
This document discusses the use of information and communication technologies (ICT) in education. It describes how ICT can enhance teaching and learning through tools that increase learner motivation, engagement, and acquisition of basic skills. ICTs are transformational and can promote learner-centered environments when used appropriately. However, schools have not significantly changed their traditional methods despite evolving tools. The document also examines strengths and weaknesses of traditional schooling versus ICT-enabled education, and how ICT can support education when mainly used for traditional learning environments and tools like word processors and presentations. Advantages of ICT in education include boosting creativity, cooperation, and critical thinking, while disadvantages comprise addiction, isolation, distractions, and privacy/cyberbul
This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
Teaching New Literacy in Digital Environment (Digital Literacy)jovelyn valdez
The document discusses new approaches to literacy in a digital environment. It identifies three revolutions in learning: the invention of language, the advent of printing, and the rise of information and communication technology (ICT). ICT has created a gap between students and teachers accustomed to traditional methods. The document outlines digital literacies including skills for creating, sharing, searching, and evaluating online information. It advocates student-centered learning facilitated by teachers as coaches and collaborators. Internet activities like inquiry-based projects and field trips can optimize 21st century fluency in information, solutions, collaboration, media, and creativity.
This document discusses educational technology and its role in the classroom. It covers how technology can be used as a tool to enhance the teaching and learning process. Specifically, it discusses how technology can be used to develop critical thinking skills through activities like reflection, discussion forums, small group work, and digital storytelling. It also covers the evolution of technologies in education and how teachers can leverage technology as an information, communication, constructive, co-constructive, and situating tool. The key takeaway is that while technology is continually advancing, its purpose in education is to improve student learning outcomes and prepare them for today's digital world.
Higher education has dramatically evolved from traditional pedagogical models to current methods using computer technology that supports knowledge delivery and knowledge acquisition. The evolving technology has provided an opportunity to improve teaching skills and increase student’s learning capabilities. E-Learning is one example of evolving technology used in higher education.
Similar to Innovation through technology: Based on the works of Lemke, C. (2010) (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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2. Interesting statistics related to 21st century
learning
What do these statistics mean for educators?
Innovation: The fuel for a knowledge-based
economy
Innovations: One- Visualisation, Two –
Democratization of knowledge, Three –
Participatory learning.
So now what? Getting there from here.
Discussion questions
Overview
3. In this chapter Lemke introduces 3 important innovations
of 21st century learning:
Visualization – Making sense of things.
Democratization of knowledge – The spread of
knowledge/access to information digitally.
Participatory learning – Students engaging in dynamic
learning environments.
Lemke (2010) provides a demonstration of ways
technology permits greater balance between a visual
approach and traditional language-based communication.
Innovation through technology
4. 96% of 9-17 year olds embrace web 2.0 culture of social networking,
blogging, twittering, GPS mapping or interactive gaming (National
Board Association 2007)
Youth typically spend 9 hours week outside of school using social
networking and 10 hours watching TV
Teens average 2899 text messages per month, 15 times the average
number of voice calls (191)
Emails and voice calls are now their “Father’s mode of digital
communication not theirs”
average of nine hundred thousand blogs are posted every 24 hours
Over 2.5 billion tweets have been sent
Over one hundred million users are logging into Facebook everyday
Approximately 2.6 billion minutes globally are spent using Facebook
daily, in 35 different languages
THERE IS NO QUESTIONS THAT THE LINE BETWEEN OUR DIGITAL AND
PHYSICAL LIVES ARE BLURRING!
Interesting Statistics
5. We need to ensure that our students are ready to live,
learn, work and thrive in this high-tech, global, highly
participating world.
There is a call to action for smart, innovative and
informed leadership in 21st century learning.
The more progressive educators are embracing web
2.0, however the majority are yet to act.
So what does this mean for
Educators?
6. Innovation is defined as a creative idea that has
achieved sufficient social/ and or professional
acceptance so as to become the impetus for ongoing
ripples of creativity and change. (Drucker 2002)
Innovation is an idea that has tipped and is viral,
influencing the system within which it spreads.
(Gladwell 2000)
Innovation: The Fuel for a
knowledge-based economy
7. People learn better from combining visuals with text and sound
than through using either process alone. (Mayor and Mosco
2003) – Technology enables us to do this in a number of ways.
Principles related to multimedia and modality:
- use of multimedia improves student retention
- students need to learn to interpret, think with and build
simple/complex multimedia communications
- students need to learn to become informed viewers, critics,
thinkers and producers of multimedia
-visual literacy is a critical component of what it means to be
literate in the 21st century
Innovation One: Visualisation
8. Develop students as informed consumers of
information
Engage students in thinking critically and creatively
using visuals
Engage students in communicating using visuals
Note: Check out the links in this article – excellent tools
to do this using technology.
Strategies for teachers in using
technology to capitalize on the
power of visualization
9. Due to the internet the ecology of learning is evolving.
People are informally learning based on personal,
professional, family, work and community needs, interests
or responsibilities.
Schools needs to embed this informal and accessible style
of learning.
The democratizing of knowledge provides the opportunity
for life long learning.
In order for this innovation to enhance student learning,
students need the opportunity to develop critical thinking,
self-direction and information literacy at school.
Innovation 2: Democratization of
knowledge
10. Browsing the net
Simulations (learning by doing)
Learning objects (virtual manipulatives)
Online courses/Online learning
Strategies for teachers to embrace
this innovation:
11. Today’s schools are focussed on individual acquisition
of knowledge, student by student, despite the fact
that, increasingly, society, community, and work
emphasize teaming, collaboration and participatory
learning.
Students are naturally engaging with this form of
learning – social networking, blogging etc.
Innovation Three: Participatory
learning
12. Emphasize and value the participation in groups
Incorporate active online communities
Embrace personal devices (smart phones, IPod touch
etc.)
Participate in live chats, exchange and comment on
video, audio and text files
Note: Jan – Senior Science Facebook example. See
links for practical examples/online resources!
Tips for teachers to implement
participatory learning
13. So now what?
Getting there from here
How to embrace these
innovations in YOUR school:
School leaders must develop a
culture of openness to change,
risk taking.
Metiri Group’s dimensions of 21st
learning framework: A first step
to gauge your schools readiness
for 21st century learning.
Metiri Group’s dimensions of 21st
learning framework (2008):
Vision
systems thinking/leadership
21st century skills
learning, 21st century learning
environments
professional competencies
access and infrastructure
accountability
14. Looking at the Metiri Group’s dimensions of 21st century
learning framework, consider the readiness of your school
for 21st century learning. Which sections require
addressing? How might you address them?
Which of the three innovations through technology do you
feel your school is embracing? How are you doing it?
What implications does embedding the 3 innovations
discussed in the reading have for schools?
Discussion Questions
15. Lemke, C. (2010). Innovation through technology pp.
243-273. In Bellanca, J. & Brandt, R. (Eds). 21st Century
Skills: Rethinking how students
learn. Bloomington:Solution Tree Press.
Reference list