Rakel G Magnúsdóttir flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
Ragnar Þór Pétursson kennari í Norðlingaskóla flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
Recording lectures can provide benefits like allowing students to review material they missed or didn't understand the first time. However, it also has drawbacks such as not capturing student questions or whiteboard drawings. Simple and free software like Notepad, MSPaint, or Google Docs can be used to record lectures and replace a whiteboard. The teacher should remember to repeat student questions aloud for the recording. Pre-recording has the downside of preventing student participation and questions. Surveys found most students prefer live lectures with recording available later.
Rakel Sölvadóttir frá Skema flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
Anton Már Egilsson frá Nýherja flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
This document provides a summary of the Top 100 Tools for Learning in 2011 as compiled by Jane Hart from the Centre for Learning & Performance Technologies. 531 learning professionals shared their top 10 tools, from which the Top 100 list was created. The list includes tools such as Twitter, YouTube, Google Docs, Skype, WordPress, Dropbox, and Prezi. Jane Hart is the founder of the Centre for Learning & Performance Technologies and an independent consultant who writes and speaks about learning tools.
Ásrún Matthíasdóttir flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
Ragnar Þór Pétursson kennari í Norðlingaskóla flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
Recording lectures can provide benefits like allowing students to review material they missed or didn't understand the first time. However, it also has drawbacks such as not capturing student questions or whiteboard drawings. Simple and free software like Notepad, MSPaint, or Google Docs can be used to record lectures and replace a whiteboard. The teacher should remember to repeat student questions aloud for the recording. Pre-recording has the downside of preventing student participation and questions. Surveys found most students prefer live lectures with recording available later.
Rakel Sölvadóttir frá Skema flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
Anton Már Egilsson frá Nýherja flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
This document provides a summary of the Top 100 Tools for Learning in 2011 as compiled by Jane Hart from the Centre for Learning & Performance Technologies. 531 learning professionals shared their top 10 tools, from which the Top 100 list was created. The list includes tools such as Twitter, YouTube, Google Docs, Skype, WordPress, Dropbox, and Prezi. Jane Hart is the founder of the Centre for Learning & Performance Technologies and an independent consultant who writes and speaks about learning tools.
Ásrún Matthíasdóttir flutti erindi á ráðstefnunni Margt smátt gerir eitt stórt, upplýsingatækni og nýjungar í skólastarfi. Ráðstefnan var haldinn í HR föstudaginn 16. mars 2012. Ráðstefnan var samvinnuverkefni 3f, HR og epli.is.
This document discusses opening up educational resources through open educational resources (OER). It defines OER as openly accessible, freely available, shareable, discrete learning materials that can be reused and contextualized. Using OER allows educators to find existing high-quality resources rather than reinventing materials. While OER provide advantages like cost savings and encouraging best practices, they also have disadvantages like variable quality and need for contextualization. The document provides examples of OER types and templates for incorporating OER into course design. It also discusses trends in OER usage and issues to consider regarding OER and the "attention economy".
The document discusses open educational resources (OERs) and their potential for scaling up educational provision. It makes three key points:
1) OERs include a wide range of digital materials from individual learning objects to full courses, as well as the software tools to support their use. For this discussion, OERs refer specifically to substantial materials like course modules or full courses.
2) While millions of learning objects exist, accessing and using these small objects does not effectively scale up education, which requires a more formal and structured learning process. Larger and more complete OERs like courses/modules are more likely to impact educational up-scaling.
3) Utilizing OERs transforms ped
1) Property rights are defined as the combination of a resource (something that generates wealth in limited quantities) and an individual (a legal entity).
2) For property rights to be economically efficient and beneficial, resources must be used productively to generate societal wealth, rather than be left in common or without an owner which could lead to underuse or overuse.
3) Owners have an incentive to use resources sustainably to maximize long-term profits while avoiding overuse or underuse.
This document discusses opening up educational resources through open educational resources (OER). It defines OER as openly accessible, freely available, shareable, discrete learning materials that can be reused and contextualized. Using OER allows educators to find existing high-quality resources rather than reinventing materials. While OER provide advantages like cost savings and encouraging best practices, they also have disadvantages like variable quality and need for contextualization. The document provides examples of OER types and templates for incorporating OER into course design. It also discusses trends in OER usage and issues to consider regarding OER and the "attention economy".
The document discusses open educational resources (OERs) and their potential for scaling up educational provision. It makes three key points:
1) OERs include a wide range of digital materials from individual learning objects to full courses, as well as the software tools to support their use. For this discussion, OERs refer specifically to substantial materials like course modules or full courses.
2) While millions of learning objects exist, accessing and using these small objects does not effectively scale up education, which requires a more formal and structured learning process. Larger and more complete OERs like courses/modules are more likely to impact educational up-scaling.
3) Utilizing OERs transforms ped
1) Property rights are defined as the combination of a resource (something that generates wealth in limited quantities) and an individual (a legal entity).
2) For property rights to be economically efficient and beneficial, resources must be used productively to generate societal wealth, rather than be left in common or without an owner which could lead to underuse or overuse.
3) Owners have an incentive to use resources sustainably to maximize long-term profits while avoiding overuse or underuse.
3. UPPLÝSINGATÆKNI MEÐ LEIKSKÓLABÖRNUM (UTML)
Við á Bakkabergi erum búin að vinna með upplýsingatækni með börnum frá
2004
Prófuðum að nota Ipadinn með verkefninu Dýrin og tæknin í janúar 2011.
Nánar um verkefnið hægt að sjá hér (Dýrin og tæknin)
Byrjuðum að nota Ipadinn sem þróunarverkefni í september 2011.
Kennt er einu sinni í viku og það eru 3-4 Ipadar í notkun. Tvö börn með einn
Ipad og tvö börn vinna á Smartskjánum
4. IPAD Í LEIKSKÓLASTARFI
Leikskólinn Bakki sameinaðist leikskólanum Berg sem er í 17 km 'arlægð og því er spennandi að nota tölvutæknina til
að mynda tengsl á milli barnanna og er iPadinn, með Facetime, virkilega spennandi möguleiki sem hefur nýst okkur
vel.
Þegar við tóku IPadinn í okkar þjónustu í leikskólastarfinu settum við okkur eftirfarandi markmið:
Kenna börnunum á Ipad og notagildi hans
Börnin taki ljósmyndir, myndbönd og vinni með þær í Ipad
Læra á tölvupóstinn og stofna netfang fyrir þau, þannig að þau, sem hópur, geti sent foreldrum sínum og fengið póst
frá þeim
Skoða app til að kynnast betur tölustöfum, bókstöfum og fleira…
Að börnin læri nánar um ýmislegt sem tengist þeirra daglega líf í gegnum verkefni í Ipad og Smartskjánum
Kynnast hinum leikskólanum (Bakki og Berg eru sameinaðir) í gegnum netið
5. HVERNIG FER IPAD KENNSLAN FRAM
Einu sinni í viku í 60-90 mín
3 - 4 Ipadar notaðir og Smartskjár
Tvö börn með hvern Ipad, börnin
læra að skiptast á og vinna saman
6.
7. Brot af app (smá
forrit) sem við notum
á Bakkabergi
8. Við skipuleggjum
skjáborðið
hjá börnunum með
því að setja
Text app (smá forritin) í
möppu sem við á.
9. PUPPET PALS
Hægt er að búa til sína eigin
leiksýningu með leikurum og
bakgrunnum
Börnin geta stjórnað leikurunum með
því að draga þá inn á sviðið og út
aftur, stækkað leikarana og minnkað
Börnin geta sjálf verið leikara
Tekur upp hreyfingar og hljóðin sem
börnin búa til
Myndband (brot úr sögu)
10. FACETIME
Við á Bakkabergi notum Facetime
til að kynnast hvort öðru
Foreldrar hafa einnig notað þessa
tækni og hringt í okkur
Ætlunin er að kennarar nýti sér
einnig Facetime eins og t.d. á
deildarstjórafundum