The document discusses a study of 80 student teachers examining their perceptions of technology and literacy. Podcasts were analyzed to understand students' views. Most students acknowledged technology as part of modern life but also expressed caution. Many discussed negative impacts of technology and a few addressed the role of teachers in using technology for education. The study concluded students held conservative views of digitally-mediated communication and had not developed professional perspectives on teaching with technology. The final remarks warned against assumptions and noted the difficulty of understanding 21st century educators' roles.
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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
Estonia E-Learning Conference 2011 - TartuTerry Anderson
This is an 'evolving" and growing set of slides on Jon Dron and my 3 Generations of Distance Education Pedagogy. Similar to earlier keynotes on 'generations"
Innovation through technology: Based on the works of Lemke, C. (2010)cassiepech
A summary of the following reading:
Lemke, C. (2010). Innovation through technology pp. 243-273. In Bellanca, J. & Brandt, R. (Eds). 21st Century Skills: Rethinking how students learn. Bloomington:Solution Tree Press.
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
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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2. STUDENT TEACHERS’
PRE/MISCONCEPTIONS
Literacy means
learning how to
write.
Writing is bound
to the medium
of paper.
Teachers job is
related to the
transmission of
knowledge.
Banco de imágenes y sonidos ISFTIC
3. ANY ASSUMPTIONS
SHOULD BE TAKEN WITH
CAUTION
It is undeniable
It has been shown that student teachers
that a growing undertaking higher education programs may
number of
higher education go through pedagogical technological courses
students use
technologies in
their everyday
perceive an enhancement of their technology
life. literacy
increase their frequency of technology use
without experiencing any revision of their
perceptions of what a good teacher knows or
does
4. CASE STUDY
OBJECTIVES
Research Objective
To know students’ perceptions towards
technology and the digital age.
Pedagogical Objective
Make students critically reflect on
conceptualizations of literacy in a digital world.
Meta-Pedagogical Objective
Model the new pedagogies and tools for learning
5. Case Participants
80 students (6 males, 74 females)
Age:
35,7% aged 20 years,
51,8%, aged 21–25,
8,3% aged 26-30 years and
2,2% over 30 years of age
Future educators
Enrolled in a 12 ECTs course called
Communicative Abilities.
6. A SOCIO-COGNITIVE
PERSPECTIVE
Semantic macro structure analysis of group
recorded podcasts.
Podcasts may
be used to the
development of
an “explaining
voice”.
A voice that
performs
understanding.
Galeria de Yutaka Tsutano in Flickr
7. RESULTS (1/4)
13 out of the 16 podcasts make reference to this
type of macro structures:
First block –
Acknowledging
technology as
Technologies create an increasingly globalized
part of our lives. world;
They bring about changes in the ways of relating
and thinking;
ICTs promote speed of communication,
availability of information and the use social
networks;
ICT favor culture and knowledge socialization.
8. RESULTS (2/4)
7 out of the 16 podcasts make reference to these
Second block –
Statements of
type of macro structures.
caution.
There should be balance in the combination of
traditional and new methods of communication;
It is important to make a respectful use of ICT.
9. RESULTS (3/4)
10 out of the 16 podcasts make reference to these
Third block –
Negative
type of macro structures.
statements
towards Technologies can impoverish personal relations,
technology. dehumanizing them;
ICTs can create addiction and dependency;
Information available on Internet may be false
and manipulative.
10. RESULTS (4/4)
3 out of the 16 podcasts make reference to these
type of macro structures.
Fourth block –
Statements Teachers should motivate students to think
regarding
technology and critically;
education.
Teachers still do not successfully exploit
technologies;
Teachers need to be trained to use technology
for pedagogical purposes;
Educators can turn cold technologies in warm
social relation media, helpful to educators’
objectives.
11. STUDY CONCLUSIONS
Participating students show themselves
“conservative” regarding technology and the
digital age.
Digitally mediated communication as less
trustworthy then than television, radio, books or
face to face encounters.
As first year undergraduate students, they still
have not found a professional voice.
Only 3 out of the 16 groups expressed some form
of educational preoccupation.
12. FINAL REMARKS
Do not take anything for granted.
No easy way to reach deeper levels of
understanding of the role of twentieth first
century educators.