The Times Educational Supplement (TES) has published an article we'd like to recommend to you, written by two of our teachers: Bernard Andrews (Philosophy) and Ahmed Robleh (Mathematics, and a member of the school's TIC team).
Congratulations, and thank you for sharing your innovative ideas with the international educational community!
Wearable Technology - Learning, Connecting, Monitoring and Posing Seymourpowell
Probably the most discussed technological advancements since the iPhone was introduced, wearable technology embodies the unavoidable and fascinating era of enmeshing computers and advanced electronic technologies onto our selves – through accessories and clothing. In sci-fi speak – it is the biological integration of electromechanical elements for the benefit of the human self. Cyborgs, then.
In this article I will explore four key questions with wearables –
Will wearable technology make us more skilful?
Will it make us more connected?
Will it make us healthier?
Will it be stylish?
In each, I will strive to understand the potential and concern for technology in these areas and explore how effective this tech is at replacing something inferior, or not.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/ESLTEC
Wearable Technology - Learning, Connecting, Monitoring and Posing Seymourpowell
Probably the most discussed technological advancements since the iPhone was introduced, wearable technology embodies the unavoidable and fascinating era of enmeshing computers and advanced electronic technologies onto our selves – through accessories and clothing. In sci-fi speak – it is the biological integration of electromechanical elements for the benefit of the human self. Cyborgs, then.
In this article I will explore four key questions with wearables –
Will wearable technology make us more skilful?
Will it make us more connected?
Will it make us healthier?
Will it be stylish?
In each, I will strive to understand the potential and concern for technology in these areas and explore how effective this tech is at replacing something inferior, or not.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/ESLTEC
This is the final product of my project for the course "Internet Project" at Telecom ParisTech.
During the first part of my project, I read some books about startups and Silicon Valley (references on the last slide) as well as websites and blogs.
Then, I made this presentation which is mostly about Silicon Valley and how it became the heart of the world's innovation.
I hope you'll enjoy.
F.C.
Learning for digital natives connected to life! Kingdom of Bhutan session Jun...Lukas Ritzel
Learning for digital natives connected to life! Kingdom of Bhutan session June 2014. A wake up call for acacemics for by Lukas Ritzel an honorary member of All India Association for Educational Research ( aiaer.net/ )
Technology is an interesting thing that scientis create to complete our necesity and wants. We use technology in everything that we in this moment for example: study, work or clean.
The maker revolution is here. Everyone can be a maker. Children are creating all sorts of STEAM projects. Teachers from all levels are being trained to integrate maker-based projects in their classrooms. It is the Gold Rush of micro-prototyping technologies, robotics, 3D printing, laser cutting, electronic embroidery and embedded wearables. This is partly driven by the open-source electronic market emerging from Shenzhen, online DYI communities, data sharing over the Internet, but mostly by the worldwide movement driven by the 4th industrial revolution.
The next workforce will be faced with the new demands of a ubiquitous, mobile and ambient Internet of connected objects fed by AI and machine learning (Schwab, 2016). By 2025, the World Economic Forum (2015) predicts several technological tipping points, namely 10% of people wearing clothes connected to the internet, 1 trillion sensors also connected to the internet, the first robotic pharmacist, the first 3D printed car in production, and the first implantable mobile phone available commercially. This will bring unprecedented changes because they will arrive at a speed that will affect all our systems in all continents. They will force us to revise the nature of how we live, how we interact with each other and how we work.
Maker education is part of the solution to prepare the next generation workforce because it confronts learners to programming languages, robotics, additive manufacturing, prototyping, the internet of things and the sensing environment. More than just knowledge about these topics, learners have to develop competencies that will prepare them for a complex and ever-changing world that even experts cannot yet imagine. In this talk, I will present the global context for maker education and an operationalized definition of how to develop competencies in this context. I will also present results of several studies on this topic. More specifically, I will discuss fundamental maker knowledge, attitudes, resources, and how to design activities to mobilize competencies to complete multi-faceted projects or solve complex problems.
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
Technology and the Culture of Learning, 2004Peter Gow
A PPT condensing an article on "Technology and the Culture of Learning" that discusses the dimensions and ramifications of technological change for schools, teaching, and learning.
This is the final product of my project for the course "Internet Project" at Telecom ParisTech.
During the first part of my project, I read some books about startups and Silicon Valley (references on the last slide) as well as websites and blogs.
Then, I made this presentation which is mostly about Silicon Valley and how it became the heart of the world's innovation.
I hope you'll enjoy.
F.C.
Learning for digital natives connected to life! Kingdom of Bhutan session Jun...Lukas Ritzel
Learning for digital natives connected to life! Kingdom of Bhutan session June 2014. A wake up call for acacemics for by Lukas Ritzel an honorary member of All India Association for Educational Research ( aiaer.net/ )
Technology is an interesting thing that scientis create to complete our necesity and wants. We use technology in everything that we in this moment for example: study, work or clean.
The maker revolution is here. Everyone can be a maker. Children are creating all sorts of STEAM projects. Teachers from all levels are being trained to integrate maker-based projects in their classrooms. It is the Gold Rush of micro-prototyping technologies, robotics, 3D printing, laser cutting, electronic embroidery and embedded wearables. This is partly driven by the open-source electronic market emerging from Shenzhen, online DYI communities, data sharing over the Internet, but mostly by the worldwide movement driven by the 4th industrial revolution.
The next workforce will be faced with the new demands of a ubiquitous, mobile and ambient Internet of connected objects fed by AI and machine learning (Schwab, 2016). By 2025, the World Economic Forum (2015) predicts several technological tipping points, namely 10% of people wearing clothes connected to the internet, 1 trillion sensors also connected to the internet, the first robotic pharmacist, the first 3D printed car in production, and the first implantable mobile phone available commercially. This will bring unprecedented changes because they will arrive at a speed that will affect all our systems in all continents. They will force us to revise the nature of how we live, how we interact with each other and how we work.
Maker education is part of the solution to prepare the next generation workforce because it confronts learners to programming languages, robotics, additive manufacturing, prototyping, the internet of things and the sensing environment. More than just knowledge about these topics, learners have to develop competencies that will prepare them for a complex and ever-changing world that even experts cannot yet imagine. In this talk, I will present the global context for maker education and an operationalized definition of how to develop competencies in this context. I will also present results of several studies on this topic. More specifically, I will discuss fundamental maker knowledge, attitudes, resources, and how to design activities to mobilize competencies to complete multi-faceted projects or solve complex problems.
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
Technology and the Culture of Learning, 2004Peter Gow
A PPT condensing an article on "Technology and the Culture of Learning" that discusses the dimensions and ramifications of technological change for schools, teaching, and learning.
Year 1
ICT LECTURE 1: WHY TEACH ICT?
• What is ICT?
• Structure of the Roehampton ICT course
• Getting started with Blogfolio
• ICT audit
• Learning styles
• Rationales for ICT in primary education
Aprendizaje invisible: alfabetismos para un mundo plano.
Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".
Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?
Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Similar to Not revolution but evolution. By Bernard Andrews and Ahmed Robleh. Caxton College (20)
La psicóloga infantil especializada en antropología de la crianza impartió una charla en este colegio británico de Puçol sobre los pilares básicos para el crecimiento feliz de los niños
Caxton College une fuerzas con el Club Español de TenisCaxton College
Los alumnos del colegio británico Caxton College de Puzol (Valencia) seguirán el método de aprendizaje de las escuelas base y competición del Club Español de Tenis.
L'Educació no té un únic objectiu y propòsitCaxton College
El nostre coordinador del Departament de Filosofia, Bernard Andrews, ens planteja en aquest article unes interessants reflexions sobre l'educació dels xiquets i dels joves.
Caxton College comprometido con la educación solidariaCaxton College
Interesante artículo publicado en el diario Levante-EMV sobre la responsabilidad que Caxton College mantiene con sus alumnos al proponer una educación que valora el compromiso solidario.
30/12/2016 Artículo publicado por el diario deportivo Superdeporte sobre la innovacion deportiva en Caxton College y su programa de detección de habilidades atléticas entre sus alumnos.
¿Estudiar a partir de la realidad aumentada?Caxton College
Nuestros “Student Champions”, trabajan en la creación de unas gafas Google Cardboard de Realidad Aumentada. Un proyecto piloto para valorar el uso de esta esta herramienta, como complemento educativo, en algunas clases de Secundaria.
Diario El Mundo 10/12/16
La Royal Academy of Dance entra en la escuela de Ballet de Caxton College de ...Caxton College
Las clases de ballet de Caxton College amplían su orientación académica puesto que van a seguir el método de enseñanza de la Royal Academy of Dance de Londres impartido por el prestigioso Centro de Danza Mari Cruz Alcalá. Gracias a este acuerdo los alumnos de Caxton College podrán preparar sus exámenes para obtener los diplomas y certificados de reconocimiento internacional que otorga la Royal.
"La Ley del silencio" Artículo de opinión de Amparo Gil Caxton College
Publicado en el diario Levante el 19/11/2016, recoge reflexiones de la directora del centro sobre la importancia de promover los valores humanos entre los alumnos, todo ello con motivo de la Semana Contra el Acoso Escolar.
Caxton college consolida a sus alumnos entre las notas más altas de la comunitatCaxton College
La promoción del bachillerato británico de este curso, con 78 estudiantes,se sitúa en una media de 8,52 sobre 10
Los últimos cursos presentan calificaciones de 8 sobre 10 y acceden a las mejores universidades de España y del mundo.
El Caxton College de Puçol combate el tabacoCaxton College
Con motivo del Día Mundial sin tabaco el pasado 31 de mayo, los alumnos de Caxton College de Puçol han realizado una serie de proyectos creativos que alertan de la fatalidad de fumar y rechazan una vida asociada al humo.
Ricardo Ten imparte una conferencia en Caxton CollegeCaxton College
El nadador Ricardo Ten Argilés impartirá hoy una conferencia para alumnos de Caxton College, que recalca los valores hacia el compromiso en su desarrollo formativo y personal. La iniciativa se enmarca en la campaña Trainers Paralímpi-cos-Fundación ONCE-Entrenadores de vida.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. 65Tes ED TECH
I
n 1968, a year before the first failed
attempt to communicate via an embryonic
internet, the pioneering computer scien-
tists Joseph Licklider and Robert Taylor
wrote that “in a few years, men will be able
to communicate more effectively through a
machine than face to face”. That first
attempt to remotely type “Login”, got only as
far as “Lo” before the connection dropped,
but, ultimately, their prediction was spot on.
But while grand visions like thatof Licklider
and Taylor can act as a driver for the great
advances that follow, when applied to the
requirements of the 21st-century school,
they sometimes induce a fear of missing
out that can motivate bizarre educational
gambles – the most extreme example being
the $1.3 billion (£1 billion) Los Angeles iPad
scheme, which was supposed to provide a
tablet for every child and revolutionise how
the curriculum was delivered. It failed to live
up to the hype and ended with the school
district asking for its money back.
In fact, we would go so far as to say
that inspirational big ideas are perhaps
the biggest obstacle to the successful use
of technology in education, and can cloud
the learning process. With apologies to
Karl Marx, we believe that inspiration is
the opium of educators, and that only
by abolishing inspiration as illusory knowl-
edge can we make clear our demand for
real knowledge.
There is an alternative history of technol-
ogy to that of great men with grand visions.
The history of technology from below is
one of tinkerers, hobbyists, of billions of tiny
advances, of practical solutions.
The reality of this people’s history can be
seen in the 250,000 patents associated with
current smartphones, and the two billion
lines of code that make up Google. When
faced with this version of history, we can
see that it is humility, not hubris, that is the
real driving force.
This humility, this respect for the details,
has been the approach to technology at our
school. We are the custodians of our stu-
dents’ education and must not gamble this
sacred trust on folly. Yet we are also aware
that in an ever-changing world, atrophy is
equally foolish – the one thing we do know
about the future is that it will not be the
same. Finding this balance has been central
to whateversuccess ourschool has achieved.
We cannot know the future
In The Road to Serfdom, the economist and
philosopher Friedrich Hayek warns against
the dangers of central planning – of “planifi-
cation”. His argument is based on one key
idea: we cannot know the future, and any
attempt to force a particular future to occur
will lead to totalitarianism and disaster.
In his later work, he describes planification
as “constructive rationalism” or “positivism”:
in other words, the mistaken belief that
human beings can create the future they
desire by the manipulation of certain varia-
bles. We cannot, for example, conclude
that simply by forcing technology use in
every lesson, students will be better pre-
pared for 21st-century life.
The alternative is evolutionary rationalism,
which, by accepting the limits and incom-
pleteness of our knowledge, seeks to reap
the rewards of the freedom to tinker. Hayek
writes that “the effect of allowing ourselves
to be deluded by [constructive rationalism]
has always been that man has actually
limited the scope of what he can achieve.
For it has always been the recognition of the
limits of the possible which has enabled man
to make full use of his powers.”
At Caxton College, we have pursued what
we would describe as an evolutionary ➧
3. Tes ED TECH66
costly, but the price for not having layers of
contingencies can be catastrophe.
We take care of the details, such as the
placement of wi-fi antennae in each class-
room. The apparent holistic, seamless
continuity of our system is, in fact, the
product of many tiny improvements over
five years. Successfully implementing tech
is an ascetic discipline. It is only by not forc-
ing bad ideas that good ideas can flourish.
Thus, sensible use of technology is not
imposed but allowed. There can be no
denying that we are in a very fortunate
position here at Caxton; we are free from
many of the restrictions that stifle advances
in other schools. Nonetheless, we are
proud of our achievements with technology
because they are hard won. If you do decide
to visit, do not be blinded by what we have
got right. Ask instead about the one thou-
sand things that we do not get wrong.
Bernard Andrews is head of
philosophy and research lead at
Caxton College, in Valencia,
Spain. Ahmed Robleh is the
school’s ICT learning coordinator
approach to technology in the classroom.
No particular software is proscribed for
teachers. We replaced lengthy CPD ses-
sions with micro-sessions of 10 minutes,
where a particular app or process is demon-
strated in a “take-it-or-leave-it” atmosphere.
This has been essential to encourage tinker-
ing among staff and students.
We introduce any changes slowly, always
ensuring that there is plenty of testing,
refining, warning and adjustment time.
Iron out issues on a small scale
There are several phases of implementation
that allow us to iron out issues on a small
scale. For example, initially a single trolley
of iPads was used in lessons in Year 4, fol-
lowed by a trial period with one class in Year
4 and one in Year 7. Only once we had proof
of the concept was the iPad project intro-
duced to whole year groups. From there,
the project grew organically.
We have learnt to love redundancy: hav-
ing the bare minimum of bandwidth or wi-fi
antennas is not enough; when it comes to
technology infrastructure, redundancy is
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