Knowmads: Tecnología
•Download as PPT, PDF•
0 likes•1,166 views
This presentation asnwer the question: Which are technologies that should be used in the Invisible Learning?
Report
Share
Report
Share
Recommended
Technology Integration vs. Technology Use
The document discusses the difference between using technology in the classroom versus integrating technology. Using technology means students use it as a tutor to receive information, while integrating means students use technology as a tool to analyze and gain deeper insight. When using technology, the computer does the learning, but integrating involves students working with technology to construct their own knowledge and solve problems independently. The document argues that integrating technology engages students more in learning and forces them to think more critically compared to just using technology.
The Technological and Digital Lifeworld Teaching and Learning in the 21 Centu...
The document discusses the digital and technological lifeworld of students in the 21st century. It explores how technologies like mobile phones, computers, virtual reality, robotics, and online learning platforms mediate students' experiences and shape their digital lifeworlds. These technologies are ubiquitous in students' lives both in and out of school. The document also examines how access to different technologies can impact social advantages and disadvantages, and how developing technological literacy is important for students to become creators rather than just consumers in a world increasingly embedded with technology.
M learn 2014 slideshare
Mike Sharples discusses two challenges for mobile learning: achieving massive scale and ensuring sustainability. He argues that some educational methods improve with scale through networked effects, like the telephone, and explores how FutureLearn demonstrates pedagogy at massive scale. Sharples advocates an approach of "bricolage" - creative play with readily available technologies. He suggests smartphones unlock potential through their sensors and that bricolage apps allowing citizen science, place-based stories, or blending Minecraft with the real world could lead to scalable mobile learning.
Sense-it - mLearn 2015 presentation
This document describes Sense-it, a smartphone toolkit for citizen inquiry learning. It allows citizens to conduct scientific investigations using their phone's sensors. Sense-it exposes over 15 sensors and connects to the nQuire-it platform for citizen science missions. Example missions include measuring tree height, creating noise maps, and studying the relationship between pressure and rainfall. The toolkit was tested by 300 users who created 56 missions. Evaluation found it helped learning but engagement decreased when the facilitator left, highlighting the need for sustainable communities.
I pad
The iPad has been available since 2010 and regularly receives hardware and software updates. It can be used for hands-on and creative learning in schools, though licensing costs and network integration present challenges. Teachers are finding the iPad useful for centers, reading, videos, interactive lessons, and pre-teaching or enriching concepts through educational apps. Resources for finding iPad apps targeted at preschoolers and keeping up with iPad news can be found online.
Lesson 11 the computer as teacher's tool angelica quintos bucaf
The document discusses how computers can support constructivist and social constructivist learning paradigms. Constructivism and social constructivism view learning as an active process of building knowledge. Computers can serve as informative, communication, constructive, and co-constructive tools. As informative tools, they provide vast amounts of information. As communication tools, they facilitate discussion. As constructive tools, they allow students to organize and present ideas. As co-constructive tools, they enable students to collaborate and build shared understanding.
Lecture 7: Mobile & Ubiquitous Learning
The document discusses mobile and ubiquitous learning. It begins by reviewing the early concepts of mobile learning from the 1970s, including the idea of a portable personal computer. It then provides definitions of mobile learning that emphasize learning across contexts using personal devices. The document also discusses how mobile learning enables situated, authentic, and personalized learning opportunities. It reviews examples of mobile apps being used in developing countries for education. Finally, it defines ubiquitous learning as learning that can happen anywhere and anytime through embedded contextual information, and discusses how it builds on many of the same principles as mobile learning.
Interactive Digital Media
This document discusses the history and concepts of interactive media and interaction styles. It begins by defining interactive media and outlining its essential characteristics. It then discusses the debate between the environmental thesis, which argues that technology shapes society, and the anti-deterministic view, which believes human agency is more influential. The document also examines technology acceptance models, differences between digital natives and immigrants, and innovation adoption stages. It provides examples of interactive technologies today and possible future scenarios. Finally, it outlines related careers in the interactive media field.
Recommended
Technology Integration vs. Technology Use
The document discusses the difference between using technology in the classroom versus integrating technology. Using technology means students use it as a tutor to receive information, while integrating means students use technology as a tool to analyze and gain deeper insight. When using technology, the computer does the learning, but integrating involves students working with technology to construct their own knowledge and solve problems independently. The document argues that integrating technology engages students more in learning and forces them to think more critically compared to just using technology.
The Technological and Digital Lifeworld Teaching and Learning in the 21 Centu...
The document discusses the digital and technological lifeworld of students in the 21st century. It explores how technologies like mobile phones, computers, virtual reality, robotics, and online learning platforms mediate students' experiences and shape their digital lifeworlds. These technologies are ubiquitous in students' lives both in and out of school. The document also examines how access to different technologies can impact social advantages and disadvantages, and how developing technological literacy is important for students to become creators rather than just consumers in a world increasingly embedded with technology.
M learn 2014 slideshare
Mike Sharples discusses two challenges for mobile learning: achieving massive scale and ensuring sustainability. He argues that some educational methods improve with scale through networked effects, like the telephone, and explores how FutureLearn demonstrates pedagogy at massive scale. Sharples advocates an approach of "bricolage" - creative play with readily available technologies. He suggests smartphones unlock potential through their sensors and that bricolage apps allowing citizen science, place-based stories, or blending Minecraft with the real world could lead to scalable mobile learning.
Sense-it - mLearn 2015 presentation
This document describes Sense-it, a smartphone toolkit for citizen inquiry learning. It allows citizens to conduct scientific investigations using their phone's sensors. Sense-it exposes over 15 sensors and connects to the nQuire-it platform for citizen science missions. Example missions include measuring tree height, creating noise maps, and studying the relationship between pressure and rainfall. The toolkit was tested by 300 users who created 56 missions. Evaluation found it helped learning but engagement decreased when the facilitator left, highlighting the need for sustainable communities.
I pad
The iPad has been available since 2010 and regularly receives hardware and software updates. It can be used for hands-on and creative learning in schools, though licensing costs and network integration present challenges. Teachers are finding the iPad useful for centers, reading, videos, interactive lessons, and pre-teaching or enriching concepts through educational apps. Resources for finding iPad apps targeted at preschoolers and keeping up with iPad news can be found online.
Lesson 11 the computer as teacher's tool angelica quintos bucaf
The document discusses how computers can support constructivist and social constructivist learning paradigms. Constructivism and social constructivism view learning as an active process of building knowledge. Computers can serve as informative, communication, constructive, and co-constructive tools. As informative tools, they provide vast amounts of information. As communication tools, they facilitate discussion. As constructive tools, they allow students to organize and present ideas. As co-constructive tools, they enable students to collaborate and build shared understanding.
Lecture 7: Mobile & Ubiquitous Learning
The document discusses mobile and ubiquitous learning. It begins by reviewing the early concepts of mobile learning from the 1970s, including the idea of a portable personal computer. It then provides definitions of mobile learning that emphasize learning across contexts using personal devices. The document also discusses how mobile learning enables situated, authentic, and personalized learning opportunities. It reviews examples of mobile apps being used in developing countries for education. Finally, it defines ubiquitous learning as learning that can happen anywhere and anytime through embedded contextual information, and discusses how it builds on many of the same principles as mobile learning.
Interactive Digital Media
This document discusses the history and concepts of interactive media and interaction styles. It begins by defining interactive media and outlining its essential characteristics. It then discusses the debate between the environmental thesis, which argues that technology shapes society, and the anti-deterministic view, which believes human agency is more influential. The document also examines technology acceptance models, differences between digital natives and immigrants, and innovation adoption stages. It provides examples of interactive technologies today and possible future scenarios. Finally, it outlines related careers in the interactive media field.
GenY, GeNext & The New Media
GeNext, GenY and the New Media talks about the present generation, their digital habits and an outlook into the future.. This presentation is intended to provide insights into the Present Generation Youngsters who will form the future work force.
Future Classroom Lab
The document discusses rethinking teaching and learning for the 21st century. It emphasizes skills like creativity, communication, collaboration, digital competences, critical thinking, and personal and social responsibility. It describes the Future Classroom Lab, which takes a holistic approach to teaching and learning 21st century skills through flexible learning spaces that promote experimentation and discussion. The lab hosts activities for policymakers, teachers, and students to experience different learning zones focused on exploration, collaboration, presentation, creation, and informal learning using technology.
Educational technology and innovation report
The document discusses the history and role of educational technology. It describes how technology has been used in education from the early 1900s with silent films up to modern times. Key developments included the introduction of computers in the 1950s/60s and the rise of the internet in the 1990s/2000s which allowed for online learning tools. The document outlines the various roles technology can play in education from delivering instruction to serving as a learning tool, productivity tool, and social/communication medium. It emphasizes that effective technology use can increase student learning, understanding, motivation and development of skills like critical thinking.
The future of learning
The document discusses the future of learning and key concepts around informal, mobile, and social learning. It outlines that informal learning occurs outside of educational establishments and does not follow a set curriculum. Mobile learning takes advantage of opportunities from portable technologies like phones and tablets. Social software like wikis and blogs can support informal interaction and help when formal processes fail. The document also contrasts the traditional role of the teacher as guide versus a more modern role of being a leader and facilitator who helps generate ideas rather than being the sole source of them.
The roles of educational technology in learning
This document discusses the roles of educational technology in learning from both traditional and constructivist perspectives. Traditionally, technology serves as a source and presenter of knowledge, but constructivism views it as a tool for learners to construct knowledge through exploration, hands-on experience, discussion, and reflection. Specifically, technology can support knowledge construction, provide information to facilitate learning-by-doing, serve as a social medium for learning through conversation, and act as an intellectual partner for learning through reflection.
New Media as a Teaching Asset
Presentation by Jared Saizdelamora, Children's Media Project, during THV's 2011 Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Lesson 3; The Roles of Educational Technology in learning
This document discusses the roles of educational technology in learning. It can serve as a delivery vehicle for instructional lessons or as a teacher itself. Technology tools like word processors, databases, and spreadsheets are productivity tools. The rise of the internet in the mid-1990s brought communications and multimedia to the classroom, providing opportunities for learner-technology interaction and meaningful learning. From a constructivist perspective, technology can serve as a tool for knowledge construction, an information vehicle for exploring knowledge, and a social medium for learning through conversation and as an intellectual partner for reflection. When used effectively, research shows technology increases learning, understanding, achievement, and motivation while encouraging collaboration and developing critical thinking and problem-solving skills.
m-learning Sverd Johan Lundin
M-learning involves using mobile devices to support learning in and out of the classroom. It allows connecting classrooms to places like museums and field trips. It also enables just-in-time learning of subjects like languages. However, research on learning is biased towards school settings and how teachers teach, providing limited insights on how people generally learn using everyday mobile tools outside of planned educational activities. With students increasingly using their own mobile technologies in higher education, this raises questions about the roles of educators and how to pedagogically integrate student mobile tools.
The computer as teacher’s tool Edtech 2 Chapter 11
Constructivism and social constructivism are theories of learning that view learning as an active process of constructing knowledge rather than passively receiving information. Constructivism asserts that learners individually construct meaning, while social constructivism emphasizes that learning occurs within social contexts through collaboration. Computers can support both theories by providing vast information resources, allowing for creative knowledge building and presentation of ideas, and facilitating social exchange and co-construction of shared understandings through tools like virtual whiteboards.
Educational Technology 1 Technology in Education
This document provides an overview of the history and definitions of educational technology. It begins by discussing how technology has evolved from its Greek origins to refer more broadly than just machines. The document then outlines key developments in educational technology, including contributions from thinkers like Comenius, Pestalozzi, Dewey, and Thorndike. It discusses how technology was applied during times like World War II and how recent innovations like computers, the internet, and smart boards have shaped the field. The document concludes by noting that while technology plays an important role, teachers will always be necessary.
How technology improve learning process
Technology improves the learning process in several ways. It allows for interactivity, communication, and collaboration which enhances learning. Specific tools like audio books help blind students learn, the internet provides instant access to information worldwide, e-books allow people to carry many books electronically, and projectors display learning materials on large screens. While technology makes learning easier and more convenient, it can also negatively impact students' patience, physical interaction skills, and increase cheating. Overall, technology enhances learning when used properly, so countries should incorporate more educational technology in schools.
Computer as a teacher tool
This document discusses constructivism and social constructivism as learning perspectives. Constructivism assumes that knowledge is constructed individually through gathering information to create new concepts. Social constructivism assumes knowledge is constructed socially through exchanging and sharing ideas. The computer can serve as a teacher tool by providing vast amounts of information, fostering communication and collaboration, and allowing students to construct and share knowledge through interactive tools.
Smart Bett 1 2009 Domurchu
1. The traditional learning model of instructor-dependent learning is no longer relevant to today's needs, as students must learn how to think critically and collaboratively to solve problems in a rapidly changing world.
2. 21st century learning requires students to construct knowledge from various sources, understand systems in diverse contexts, and collaborate globally as active citizens.
3. New technologies are transforming education, requiring students to be independent problem-solvers who can learn and apply knowledge in a self-directed way. The future of education involves mobile, personalized "Mi-Learning" tailored to each student.
Technology In The Classroom
The document discusses the use of whiteboards in the classroom and how they are changing how teachers teach. Whiteboards can be used across curriculums and benefit all types of learners through visual, tactile, and audio engagement. An interactive whiteboard interfaces a computer and projector to display content on its surface, allowing teachers to easily integrate lessons. While expensive, whiteboards facilitate universal design and creative lesson planning. Grants may help schools that cannot otherwise afford this technology.
Modelling 100+ Applications for Learning Activities
Several attempts have been made and approaches have been developed to relate traditional classroom practices and actions with the continuously evolving technology. One of the most known, is based in the Revised Bloom Taxonomy (by Anderson and Krathwohl), and has spread, among others, as Digital Taxonomies, and are now referred to as Digital Competences. Some of these approaches or models involve a hierarchy of cognitive levels, and try to relate action verbs, with educational activities and corresponding applications. Different implementations of the aforementioned models and frameworks exist. We choose to present two approaches, based on models, that contain 100+ apps usable and suitable for education and every-day school activities.
Yannis Kotsanis, 20/05/2019
Head of R&D Dept. Doukas School
R&D in Education Specialist, Member of the SEE Board
Post Published for: SoFIA Education Experts
Educational Technology 2 ... LESSON 11 THE COMPUTER AS THE TEACHER'S TOOL
THANK YOU FOR WATCHING :)
Submitted By : Jodilyn M. Alcala, Kharen Antivo and Reyjhon Alcontin . III - BEED A.
Submitted to : Dr. Edmund Mendoza
Classroom of the Future
The document summarizes how classrooms are changing to accommodate new learning styles and technologies. Traditional classrooms are being replaced with collaborative centers that allow for tiered and individualized instruction. Technologies like screensharing, wiki pages, avatars, and websites like Weebly provide new ways for students to access information and learn at their own pace. The integration of new structures and technologies in the classroom creates a more engaging environment tailored for today's students.
Computer as the teacher’s tool
Constructivism and social constructivism are two learning theories introduced by Piaget, Bruner, and others. (1) Constructivism posits that learners build knowledge individually by gathering information and creating new concepts, while social constructivism holds that knowledge is constructed within a social context through exchange and discussion. (2) Based on these theories, computers can serve as information tools, communication tools, constructive tools, and co-constructive tools to facilitate learning. (3) Specifically, as constructive and co-constructive tools, computers allow students to manipulate information, build knowledge together through shared workspaces, and engage in higher-order thinking within simulated environments.
Lesson 11: The Computer as Teacher's tool
The document discusses how computers can be used as tools by teachers based on constructivist and social constructivist learning theories. It describes how computers can act as informative tools by providing vast amounts of information from the internet. Computers can also be communication tools through videoconferencing and discussion forums. They allow students to construct knowledge by manipulating information and organizing ideas. Computers further enable co-constructive learning through shared documents and note-taking. Finally, computers can situate students in virtual environments for simulated learning experiences.
Technology+Use+Vs[1]
Using technology in the classroom is different than integrating technology. Simply using technology, like showing a movie on a projector, means students are learning from the technology rather than with it. True integration involves using technology as a tool for students to construct knowledge. Examples of integrated uses include computers for critical thinking, collaboration, and design, where students learn with the technology rather than being controlled by it. Technologies should support knowledge construction rather than attempt to instruct learners.
Entornos Personales de Aprendizaje y Redes Sociales
El documento describe una propuesta de Entorno Personal de Aprendizaje (PLE) realizada por autores Cabero, Barroso y Llorente. El PLE se diseñaría con una estructura abierta y bajo software libre, incluiría zonas para adquirir información sobre el uso educativo de las TIC, intercambiar conocimiento de forma colaborativa y crear redes de investigación. Además, incorporaría herramientas web 2.0 como blogs, wikis y redes sociales para crear comunidades virtuales y compartir experiencias de aprendizaje.
Educational Technology -Redefining the education
This document discusses the evolution of societies and education through history. Society 1.0 was based around family businesses and learning through experience at home. As industry rose, children began working in dangerous jobs until laws protected them, and education became focused on job skills. Society 2.0 is now knowledge-based due to information technologies that facilitate sharing ideas. These tools are transforming how people think and act, raising questions about how education can remain relevant in an era of freely flowing information for a workforce of the future we can't imagine.
More Related Content
What's hot
GenY, GeNext & The New Media
GeNext, GenY and the New Media talks about the present generation, their digital habits and an outlook into the future.. This presentation is intended to provide insights into the Present Generation Youngsters who will form the future work force.
Future Classroom Lab
The document discusses rethinking teaching and learning for the 21st century. It emphasizes skills like creativity, communication, collaboration, digital competences, critical thinking, and personal and social responsibility. It describes the Future Classroom Lab, which takes a holistic approach to teaching and learning 21st century skills through flexible learning spaces that promote experimentation and discussion. The lab hosts activities for policymakers, teachers, and students to experience different learning zones focused on exploration, collaboration, presentation, creation, and informal learning using technology.
Educational technology and innovation report
The document discusses the history and role of educational technology. It describes how technology has been used in education from the early 1900s with silent films up to modern times. Key developments included the introduction of computers in the 1950s/60s and the rise of the internet in the 1990s/2000s which allowed for online learning tools. The document outlines the various roles technology can play in education from delivering instruction to serving as a learning tool, productivity tool, and social/communication medium. It emphasizes that effective technology use can increase student learning, understanding, motivation and development of skills like critical thinking.
The future of learning
The document discusses the future of learning and key concepts around informal, mobile, and social learning. It outlines that informal learning occurs outside of educational establishments and does not follow a set curriculum. Mobile learning takes advantage of opportunities from portable technologies like phones and tablets. Social software like wikis and blogs can support informal interaction and help when formal processes fail. The document also contrasts the traditional role of the teacher as guide versus a more modern role of being a leader and facilitator who helps generate ideas rather than being the sole source of them.
The roles of educational technology in learning
This document discusses the roles of educational technology in learning from both traditional and constructivist perspectives. Traditionally, technology serves as a source and presenter of knowledge, but constructivism views it as a tool for learners to construct knowledge through exploration, hands-on experience, discussion, and reflection. Specifically, technology can support knowledge construction, provide information to facilitate learning-by-doing, serve as a social medium for learning through conversation, and act as an intellectual partner for learning through reflection.
New Media as a Teaching Asset
Presentation by Jared Saizdelamora, Children's Media Project, during THV's 2011 Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Lesson 3; The Roles of Educational Technology in learning
This document discusses the roles of educational technology in learning. It can serve as a delivery vehicle for instructional lessons or as a teacher itself. Technology tools like word processors, databases, and spreadsheets are productivity tools. The rise of the internet in the mid-1990s brought communications and multimedia to the classroom, providing opportunities for learner-technology interaction and meaningful learning. From a constructivist perspective, technology can serve as a tool for knowledge construction, an information vehicle for exploring knowledge, and a social medium for learning through conversation and as an intellectual partner for reflection. When used effectively, research shows technology increases learning, understanding, achievement, and motivation while encouraging collaboration and developing critical thinking and problem-solving skills.
m-learning Sverd Johan Lundin
M-learning involves using mobile devices to support learning in and out of the classroom. It allows connecting classrooms to places like museums and field trips. It also enables just-in-time learning of subjects like languages. However, research on learning is biased towards school settings and how teachers teach, providing limited insights on how people generally learn using everyday mobile tools outside of planned educational activities. With students increasingly using their own mobile technologies in higher education, this raises questions about the roles of educators and how to pedagogically integrate student mobile tools.
The computer as teacher’s tool Edtech 2 Chapter 11
Constructivism and social constructivism are theories of learning that view learning as an active process of constructing knowledge rather than passively receiving information. Constructivism asserts that learners individually construct meaning, while social constructivism emphasizes that learning occurs within social contexts through collaboration. Computers can support both theories by providing vast information resources, allowing for creative knowledge building and presentation of ideas, and facilitating social exchange and co-construction of shared understandings through tools like virtual whiteboards.
Educational Technology 1 Technology in Education
This document provides an overview of the history and definitions of educational technology. It begins by discussing how technology has evolved from its Greek origins to refer more broadly than just machines. The document then outlines key developments in educational technology, including contributions from thinkers like Comenius, Pestalozzi, Dewey, and Thorndike. It discusses how technology was applied during times like World War II and how recent innovations like computers, the internet, and smart boards have shaped the field. The document concludes by noting that while technology plays an important role, teachers will always be necessary.
How technology improve learning process
Technology improves the learning process in several ways. It allows for interactivity, communication, and collaboration which enhances learning. Specific tools like audio books help blind students learn, the internet provides instant access to information worldwide, e-books allow people to carry many books electronically, and projectors display learning materials on large screens. While technology makes learning easier and more convenient, it can also negatively impact students' patience, physical interaction skills, and increase cheating. Overall, technology enhances learning when used properly, so countries should incorporate more educational technology in schools.
Computer as a teacher tool
This document discusses constructivism and social constructivism as learning perspectives. Constructivism assumes that knowledge is constructed individually through gathering information to create new concepts. Social constructivism assumes knowledge is constructed socially through exchanging and sharing ideas. The computer can serve as a teacher tool by providing vast amounts of information, fostering communication and collaboration, and allowing students to construct and share knowledge through interactive tools.
Smart Bett 1 2009 Domurchu
1. The traditional learning model of instructor-dependent learning is no longer relevant to today's needs, as students must learn how to think critically and collaboratively to solve problems in a rapidly changing world.
2. 21st century learning requires students to construct knowledge from various sources, understand systems in diverse contexts, and collaborate globally as active citizens.
3. New technologies are transforming education, requiring students to be independent problem-solvers who can learn and apply knowledge in a self-directed way. The future of education involves mobile, personalized "Mi-Learning" tailored to each student.
Technology In The Classroom
The document discusses the use of whiteboards in the classroom and how they are changing how teachers teach. Whiteboards can be used across curriculums and benefit all types of learners through visual, tactile, and audio engagement. An interactive whiteboard interfaces a computer and projector to display content on its surface, allowing teachers to easily integrate lessons. While expensive, whiteboards facilitate universal design and creative lesson planning. Grants may help schools that cannot otherwise afford this technology.
Modelling 100+ Applications for Learning Activities
Several attempts have been made and approaches have been developed to relate traditional classroom practices and actions with the continuously evolving technology. One of the most known, is based in the Revised Bloom Taxonomy (by Anderson and Krathwohl), and has spread, among others, as Digital Taxonomies, and are now referred to as Digital Competences. Some of these approaches or models involve a hierarchy of cognitive levels, and try to relate action verbs, with educational activities and corresponding applications. Different implementations of the aforementioned models and frameworks exist. We choose to present two approaches, based on models, that contain 100+ apps usable and suitable for education and every-day school activities.
Yannis Kotsanis, 20/05/2019
Head of R&D Dept. Doukas School
R&D in Education Specialist, Member of the SEE Board
Post Published for: SoFIA Education Experts
Educational Technology 2 ... LESSON 11 THE COMPUTER AS THE TEACHER'S TOOL
THANK YOU FOR WATCHING :)
Submitted By : Jodilyn M. Alcala, Kharen Antivo and Reyjhon Alcontin . III - BEED A.
Submitted to : Dr. Edmund Mendoza
Classroom of the Future
The document summarizes how classrooms are changing to accommodate new learning styles and technologies. Traditional classrooms are being replaced with collaborative centers that allow for tiered and individualized instruction. Technologies like screensharing, wiki pages, avatars, and websites like Weebly provide new ways for students to access information and learn at their own pace. The integration of new structures and technologies in the classroom creates a more engaging environment tailored for today's students.
Computer as the teacher’s tool
Constructivism and social constructivism are two learning theories introduced by Piaget, Bruner, and others. (1) Constructivism posits that learners build knowledge individually by gathering information and creating new concepts, while social constructivism holds that knowledge is constructed within a social context through exchange and discussion. (2) Based on these theories, computers can serve as information tools, communication tools, constructive tools, and co-constructive tools to facilitate learning. (3) Specifically, as constructive and co-constructive tools, computers allow students to manipulate information, build knowledge together through shared workspaces, and engage in higher-order thinking within simulated environments.
Lesson 11: The Computer as Teacher's tool
The document discusses how computers can be used as tools by teachers based on constructivist and social constructivist learning theories. It describes how computers can act as informative tools by providing vast amounts of information from the internet. Computers can also be communication tools through videoconferencing and discussion forums. They allow students to construct knowledge by manipulating information and organizing ideas. Computers further enable co-constructive learning through shared documents and note-taking. Finally, computers can situate students in virtual environments for simulated learning experiences.
Technology+Use+Vs[1]
Using technology in the classroom is different than integrating technology. Simply using technology, like showing a movie on a projector, means students are learning from the technology rather than with it. True integration involves using technology as a tool for students to construct knowledge. Examples of integrated uses include computers for critical thinking, collaboration, and design, where students learn with the technology rather than being controlled by it. Technologies should support knowledge construction rather than attempt to instruct learners.
What's hot (20)
Lesson 3; The Roles of Educational Technology in learning
Lesson 3; The Roles of Educational Technology in learning
The computer as teacher’s tool Edtech 2 Chapter 11
The computer as teacher’s tool Edtech 2 Chapter 11
Modelling 100+ Applications for Learning Activities
Modelling 100+ Applications for Learning Activities
Educational Technology 2 ... LESSON 11 THE COMPUTER AS THE TEACHER'S TOOL
Educational Technology 2 ... LESSON 11 THE COMPUTER AS THE TEACHER'S TOOL
Viewers also liked
Entornos Personales de Aprendizaje y Redes Sociales
El documento describe una propuesta de Entorno Personal de Aprendizaje (PLE) realizada por autores Cabero, Barroso y Llorente. El PLE se diseñaría con una estructura abierta y bajo software libre, incluiría zonas para adquirir información sobre el uso educativo de las TIC, intercambiar conocimiento de forma colaborativa y crear redes de investigación. Además, incorporaría herramientas web 2.0 como blogs, wikis y redes sociales para crear comunidades virtuales y compartir experiencias de aprendizaje.
Educational Technology -Redefining the education
This document discusses the evolution of societies and education through history. Society 1.0 was based around family businesses and learning through experience at home. As industry rose, children began working in dangerous jobs until laws protected them, and education became focused on job skills. Society 2.0 is now knowledge-based due to information technologies that facilitate sharing ideas. These tools are transforming how people think and act, raising questions about how education can remain relevant in an era of freely flowing information for a workforce of the future we can't imagine.
Sociedad 1.0
Society 1.0 refers to the agricultural and industrial era from the 18th to late 20th century. It was characterized by mass production and a controlled work environment with rigid hierarchies. Communication was limited to a few media like television, radio, newspapers, and telephones. Employment was often determined by family tradition, and relationships followed a simple hierarchical order with a deterministic worldview.
Modelo TPACK
Definición, surgimiento, objetivo y tipos de conocimientos.
Liga al vídeo de la última diapositiva https://www.youtube.com/watch?v=a4mZBbFp5bo
society 2.0
The document discusses how advances in information and communication technologies have made it easier to share ideas and interpretations through platforms like the internet and social networks. It explores how this allows for new cultural paradigms like hip hop that create new meanings by mixing existing sounds, letters, and images. The technology also promotes democratization and creates capitalist citizens who invest in the global market of ideas, talents, and other types of capital. However, questions are raised about potential consequences on culture from increased globalization and impacts on literacy and attention from constant access to information on platforms like YouTube.
Construyendo mi ple
El documento describe las partes principales de un PLE (Entorno Personal de Aprendizaje) según Jordi Addel y Linda Lastañeda. Estas partes incluyen 1) herramientas para acceder a la información, 2) recursos para obtener información, y 3) donde compartir o relacionarse con otros a través de redes personales de aprendizaje. También discute la importancia de buscar información relevante a sus intereses y capacidades, y compartir lo que ha aprendido de manera interactiva con otros para reconstruir su conocimiento.
Students role-in-invisible-learning-
The document discusses several aspects of systemic thinking and skills needed for education. It emphasizes observing systems holistically by understanding relationships between elements, and using circular rather than linear thinking. Some key skills discussed include simulating different scenarios, developing perspectives to deal with complexity and change, effectively using information and communication technologies, and acquiring knowledge of global trends to think globally. It also mentions developing independent writing and speaking skills, and taking personal responsibility.
Knowmads en la sociedad de méxico
El documento describe a los knowmads, trabajadores nómadas del conocimiento que son innovadores, imaginativos, creativos y capaces de trabajar con cualquier persona y en cualquier lugar. Los knowmads tienen ventaja competitiva sobre otros trabajadores debido a su conocimiento personal y capacidad de adaptar su espacio de trabajo. El documento cuestiona si los sistemas educativos deberían enfocarse en formar obreros del siglo XVIII o líderes de la sociedad del conocimiento. Finalmente, señala que la educación en México no permite que personas con mayores hab
Invisible learning
Invisible learning aims to use new technologies as practical tools to improve human experience by making invisible learning more visible, though there are many difficulties. The document discusses how the society of knowledge has emerged as a result of new technologies like the internet that make it easier for people to share information, ideas, and knowledge, thereby allowing new knowledge to be created collectively and technologies to play an important role.
Society 3
The next presentation is about some aspects of the Society 3.0. Their main agents and the influence of the time towards technology.
challenges of education
This document outlines key areas for improving education, including forming citizens for the 21st century by extracting collective intelligence through technology, content, and pedagogy combined with new evaluation methods. It also stresses the importance of breaking myths, promoting creativity, emotional education, strengthening relationships between family, school and community, developing competencies, apprentice interests, interaction over content, not just forming efficient professionals, addressing technological anxiety, learning to learn, and values formation.
Societies 1.0 2.0-3.0 1ra presentacion
Societies have progressed through three phases - Society 1.0 focused on preparing workers for industrial/bureaucratic jobs through standardized education in schools. Society 2.0 emerged in the 20th century due to technological advances enabling knowledge sharing and user-generated content. Society 3.0 is envisioned as a future where learning occurs everywhere through peer and technology-enabled interactions in a digital world.
Digital Competence framework for citizens (DIGCOMP )
The document discusses the European Digital Competence Framework for citizens. It defines digital competence as the set of knowledge, skills, and attitudes required to use information and communication technologies. The framework identifies 5 areas of competence: 1) information, 2) communication, 3) content creation, 4) safety, and 5) problem solving. It then describes each area and the specific competences within each one. The framework was developed to provide a common understanding and guidelines for developing and assessing digital skills across Europe.
Summary
This document discusses how technology and society interact and influence each other. It notes that in the past, children were prepared for industrial and agrarian societies through repetition and memorization. However, with new communication technologies facilitating information sharing, society is now in Society 2.0 where social networks allow for sharing ideas. It emphasizes that we must learn to use new digital tools and recognize real information online as technologies and society constantly evolve together in a globalized world.
Infographics: Analyze, Evaluate and Create
This document provides an overview of analyzing, evaluating, and synthesizing infographics. It discusses why infographics are useful for presenting information, different types of infographics, and effective design elements. The document also outlines a process for creating infographics, including evaluating data sources and visual storytelling techniques, and recommends several tools for making infographics like Easel.ly, Infogr.am, and Piktochart. Key steps in the creation process include analyzing data, evaluating design elements, and synthesizing information into an infographic.
Viewers also liked (16)
Entornos Personales de Aprendizaje y Redes Sociales
Entornos Personales de Aprendizaje y Redes Sociales
Digital Competence framework for citizens (DIGCOMP )
Digital Competence framework for citizens (DIGCOMP )
Similar to Knowmads: Tecnología
Ed Tech 2 Portfolio
Sharlyne Tandoc's Portfolio In Educational Technology 2
This serves a final requirement for Ed Tech 2 in Cebu Technological University - Moalboal Campus, Bachelor in Elementary Education.
The 21st Century Century Digital Learner and The 21st Century Skills
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.
Boss carla team a
This document discusses the meaning and roles of educational technology. It defines educational technology as the application of technology to satisfy educational needs and desires, including all human inventions used for learning. While technology can benefit learning by making it more engaging, it can also be harmful if not used properly. The document outlines both positive and negative impacts of technology on education. Finally, it describes how educational technology can serve as a delivery tool for instruction or as a partner in the constructivist learning process, with the latter engaging learners in active knowledge construction.
e-skills reshaping the future of learning
Educating Children of the 21st Century provides an open forum where educators and stakeholders from ASOMEX schools, can learn, share experiences and propose knowledge-based solutions, by presenting and discussing research findings, developments and trends in applying ICT to improve teaching, learning, and school leadership in the 21st century.
The conference gives teachers an opportunity to meet colleagues and share ideas that may advance the effective use of technology in their schools. Furthermore, the conference serves as a venue for participants to share information and explore new paths for innovation, to exchange views and know-how, to advance 21st Century skills using technology.
Myths of ict in educations
This document discusses myths surrounding digital ICT in education. It summarizes 3 key myths: 1) Providing schools with ICT will improve education quality, but research shows technology alone has not substantially changed teaching or learning; 2) Students learn better with ICT because they are "digital natives," but this theory lacks evidence and oversimplifies learners' relationship with technology; 3) Ubiquitous access to information makes people more informed, but information does not automatically become knowledge - students must develop skills to interpret and apply information. The document argues that deconstructing such myths is important to have a realistic view of technology's role and avoid misguided policy/investment decisions.
Learning technologies in South Africa
Fundamentalism, Legacy, Implosion, Explosion, Fact and Fiction: Perspectives on Learning Technologies for the South African landscape
Educational Technology and Digital Learning
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of now obsolete media provided. Educational technology is defined as the application of technology in education. Computing and internet history are briefly outlined, and examples of media and technology applications in schools are given. The implications of web 2.0 technologies like blogs and their role in education are also discussed. The document considers what digital learning is and debates whether a dedicated "Digital Learning Day" is needed.
Rovaniemi tool to explore - tool fair xiv - 6.11.2019
Tool to explore: exploring maker activities with micro:bits. Olli Kaukiainen and Juha Kiviniemi at Rovaniemi in the international tool fair XIV.
Educational technology and digital learning
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of older media like the phenakistoscope that have become obsolete. Educational technology incorporates various media and tools used in classroom and library settings. Web 2.0 technologies like blogs and podcasts are also discussed as they relate to digital learning and participation.
My Final Presentation about Ed Tech 1 and 2.
My over-all collections about what we have in our subject which is Educational Tech 1 and 2. BSEd- III HET from Cebu Technological University Moalboal, Cebu Moalboal Campus.
portfolio in educational technology 1 & 2
The document discusses educational technology, its roles in learning, and its impact on students. It defines educational technology as a field that applies processes to analyze and solve problems in human learning. Educational technology can serve as tools to support knowledge construction, as a context for learning by doing, as information vehicles for exploring knowledge, and as an intellectual partner for reflecting. For students, educational technology can make learning more engaging and help them see how technology can be useful in their daily lives and learning.
My Portfolio in Educational Technology 2
The document discusses educational technology and its role in learning. It defines educational technology as a complex, integrated process involving people, procedures, ideas, devices and organizations to analyze and solve problems in human learning. It notes that educational technology can be both a boon and bane, benefitting learning when used properly but becoming detrimental when not guided well. The document also outlines various roles of educational technology in the learning process from a constructivist perspective, including as a partner that engages learners and supports skills like critical thinking. It discusses approaches to teaching like meaningful learning, discovery learning and generative learning that educational technology can facilitate.
Portfolio in Educational Technology 2
This document provides biographical information about two presenters, Rachelle Ann Gabinete Sendito and Novelyn Teodosio Nalica. Both are 19 years old, single, and third year students pursuing a Bachelor of Elementary Education degree at Palawan State University-Brooke's Point Campus. It also includes their motivational quotes and addresses in Brooke's Point, Palawan, Philippines. The document discusses educational technology and provides definitions from different sources. It explains the systematic approach to teaching, including defining objectives, choosing appropriate methods and exercises, assigning roles, implementing instruction, and evaluating outcomes. The ASSURE model for instructional design is also summarized.
Digital Literacy Power Point
The document discusses digital literacy and its importance in education. It defines digital literacy as the ability to understand and use information from various digital sources in an ethical manner. It highlights how technology and digital tools can enhance learning by allowing collaboration, problem solving, and sharing of knowledge. The document advocates embracing technology and digital literacy to extend our own knowledge through hands-on and proactive learning approaches.
Nets·S
The document outlines six key areas of digital literacy: creativity and innovation, communication and collaboration, research and information fluency, critical thinking and problem solving, digital citizenship, and technology operations and concepts. For each area, it provides an explanation of how teachers can incorporate activities to help students develop skills in using technology to construct knowledge, communicate, evaluate information, solve problems, practice ethics, and understand technology operations.
Education2.0 or Economy 3.0
Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
Professional development presentation jan 6 2011
1. Teaching methods have evolved from chalkboards to PowerPoint presentations as technology has advanced, but lecturing remains the dominant mode of information delivery in universities.
2. Simply delivering information through lectures does not equal teaching and learning, as it requires much encoding by teachers and decoding by students.
3. While technology is often touted as making learning easy, learning actually requires work and "doing" by students, whether in person or online through activities like researching topics.
4. Faculty and students have different attitudes towards technology in the classroom, ranging from prohibiting devices to actively incorporating them, and effective integration requires instructional design.
The 21st Century Century Digital Learner and The 21st Century Skills
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
Educational Technology
This document outlines the topics to be covered in an educational technology course. It will discuss educational technology itself, how technology can be used in learning, and the roles of technology and the teacher in the learning process. The student will learn about instructional design and applying technology to make lessons more effective. After taking these courses, the student hopes to become literate in educational technology as a future teacher, in order to enhance learning for students and stay relevant in an increasingly digital world.
Technology And Common Core Integration Tools
This document discusses integrating technology into the classroom for 21st century learners. It begins with introducing the presenter, Akemi Stout, and their credentials. It then discusses how using technology like social media, videos, and web tools can engage students born in the digital age. The rest of the document focuses on defining key terms, discussing student expectations, recommended tech tools, and providing resources for creating lesson plans that integrate technology and meet common core standards. The overall message is that technology integration is important for maximizing learning for today's students who are accustomed to using digital tools daily.
Similar to Knowmads: Tecnología (20)
The 21st Century Century Digital Learner and The 21st Century Skills
The 21st Century Century Digital Learner and The 21st Century Skills
Rovaniemi tool to explore - tool fair xiv - 6.11.2019
Rovaniemi tool to explore - tool fair xiv - 6.11.2019
The 21st Century Century Digital Learner and The 21st Century Skills
The 21st Century Century Digital Learner and The 21st Century Skills
Recently uploaded
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcDRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Knowmads: Tecnología
- 1. Tecnología Educativa Alicia Cecilia Juárez Rodríguez Silvia Monserrat Pacheco Constantino Lourdes Andrea Uch Lara Ana Karen Cortes Martínez
- 2. Introduction • The term Knowmad (Moravec, 2008) refers to those nomadic knowledge workers and innovation. • Knowmad is someone innovative, imaginative, creative, able to work virtually with anyone, anywhere, anytime. • The workers of the invisible learning apply digital technologies to do their job either in a specific location, virtually or combining both.
- 4. Skills Passport for Knowmad 1. Not only seeks access to information, try using it openly and freely. 2. Network Creator, always connecting people, ideas, organizations, etc. 3. Ability to use tools to solve different problems. 4. Digitally literate, understand how and why digital technologies work.
- 5. Technology & Knowmads Technology is a tool to improve the human experience itself: • Well-defined purpose: technology must have a purpose and a specific application. • Contributes to the development of our mindware: technologies be used as tools to empower our imagination, our creativity and our ability to innovate.
- 6. • It is experimental: incorporates the "learning by doing" and allows experimentation. • Constantly evolving: technology is subject to constant change and transformation. As it progresses, so does society, the way we learn and share that learning.
- 7. • It works as a social tool: the technologies are often used with a social purpose. It is necessary to address them to making them into learning tools (like Facebook, Twitter, etc.) They are often locked in formal educational environments.
- 8. ¿Cuáles son las tecnologías que se deben utilizar para el Aprendizaje Invisible ? Alternative learning networks to learn, discover, innovate and share knowledge: • Los blogs • Twitter • YouTube • Tumblr • Picassa • Facebook
- 9. Conclusion • In order to effectively use current and emerging information and communication technologies we must stay at the forefront of those technologies to allow current learning, doing effective use of technologies. • This means that young people expand their efforts as digital explorers and developers, in order to facilitate technology adoption in the rest of society.
- 11. Quotes • "It's the same garbage, but in a different place. Schools catch new technologies and ruin. For example, when he left all put a television in every classroom, but they used to do exactly the same as before. Just now with computers, 'Oh, yes, we e-learning!'. And what does it mean? Then they give the same terrible course, but online” (Schank,2010). • "The future is already here, although badly distributed." - William Gibson
Editor's Notes
- 8842212569157