This is a PPT presentation developed as the basis for a class introduction and discussion about integrating technology and Web 2.0 into our classroom more.
I've had some reluctant students in past semesters who have not taken to some of the tools I've introduced because either:
a) they weren't confident with technology and sought to avoid using it
b) perceived that these sorts of tools and approaches didn't belong in the classroom (a view I think we teachers are guilty partly to blame for).
So I created this as an intro for the new semester to provoke discussion and hopefully get all students on board, even those from the above two categories. :)
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
The Practical (and Fun) Guide to Assistive Technology in Public Schools T/TAC...Christopher Bugaj
This presentation was developed T/TAC in Virginia and is a study about the book "The Practical (and Fun) Guide to Assistive Technology in Public Schools". http://iste.org/chewat
This is a PPT presentation developed as the basis for a class introduction and discussion about integrating technology and Web 2.0 into our classroom more.
I've had some reluctant students in past semesters who have not taken to some of the tools I've introduced because either:
a) they weren't confident with technology and sought to avoid using it
b) perceived that these sorts of tools and approaches didn't belong in the classroom (a view I think we teachers are guilty partly to blame for).
So I created this as an intro for the new semester to provoke discussion and hopefully get all students on board, even those from the above two categories. :)
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
The Practical (and Fun) Guide to Assistive Technology in Public Schools T/TAC...Christopher Bugaj
This presentation was developed T/TAC in Virginia and is a study about the book "The Practical (and Fun) Guide to Assistive Technology in Public Schools". http://iste.org/chewat
The Special Needs Classroom and Interactive WhiteboardsLynn Marentette
This is a slightly updated version of a presentation from the 2010 S.U.C.C.E.S.S. Conference, a regional event sponsored by Kenmore Middle School in Arlington, Virginia. The focus of the conference was on SMARTBoards. This presentation provides information that pertains to other types of interactive whiteboards, as well as touch-screen displays that are used in educational settings.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
5/23/2009 - First draft posted.
5/24/2009 - Replaced with draft 2 adding some recommendations for OLPC country deployment. Downloads as a 27mb PDF file.
http://www.olpclearningclub.org
Information Technology has been introduced for making Revolutions in Education. Without making any Revolution, IT just substitutes the old black board, library notes, mechanical type writers and calculators. It is because, Data or Information is not a substitute for Knowledge. Learning, Teaching and Research are Knowledge-Intensive and not Data-Intensive. Information Technology must be redesigned to deal with Knowledge for which Mathew's Theories of Knowledge and Knowmatics can effectively be employed. They are the basis of Knowledge Industries - mass or industrial production, marketing and consumption of Knowledge.
The Special Needs Classroom and Interactive WhiteboardsLynn Marentette
This is a slightly updated version of a presentation from the 2010 S.U.C.C.E.S.S. Conference, a regional event sponsored by Kenmore Middle School in Arlington, Virginia. The focus of the conference was on SMARTBoards. This presentation provides information that pertains to other types of interactive whiteboards, as well as touch-screen displays that are used in educational settings.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
5/23/2009 - First draft posted.
5/24/2009 - Replaced with draft 2 adding some recommendations for OLPC country deployment. Downloads as a 27mb PDF file.
http://www.olpclearningclub.org
Information Technology has been introduced for making Revolutions in Education. Without making any Revolution, IT just substitutes the old black board, library notes, mechanical type writers and calculators. It is because, Data or Information is not a substitute for Knowledge. Learning, Teaching and Research are Knowledge-Intensive and not Data-Intensive. Information Technology must be redesigned to deal with Knowledge for which Mathew's Theories of Knowledge and Knowmatics can effectively be employed. They are the basis of Knowledge Industries - mass or industrial production, marketing and consumption of Knowledge.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Learning for digital natives by Lukas Ritzel, SwitzerlandLukas Ritzel
Talk at 4th GERA conference at Khalsa College of Education, Amritsar in November, 2015 on the theme "EDUCATION: WITHIN AND BEYOND THE CLASSROOM" by Honorary Member - 1 Lukas O Ritzel, Accenture, Guest Professor with HWZ, Grenoble Graduate School of Business, Harvard, Speaker TEDx, Lucerne http://thegera.in/
With help of some 3 brightest young India professionals which I am proud to know and call friends > Shweta, Gautam & Kaushal
A brief introduction to what multimedia is and how easily it can be introduced in lessons. Please note that some of features such as embedded video, animation and audio will not work.
Similar to Learning to use and sustaining use of ICTs by older people' Prof Leela Damodaran - Loughborough University (20)
On Monday 16 November 2015, Tinder Foundation's CEO Helen Milner OBE visited a Parliament Week event in York to deliver a public lecture entitled 'Does Parliament Dream of Electric Sheep?' These are the slides from her speech.
Learning to use and sustaining use of ICTs by older people' Prof Leela Damodaran - Loughborough University
1. Fourth Social Digital Symposium
24 January 2013
Age UK, Tavistock Square, London WC1H 9NA
Learning to use and sustaining use of
ICTs by older people
Professor Leela Damodaran and Dr Jatinder Sandhu
Loughborough University
2. The Sus-IT project
• Funded by the New Dynamics of Ageing
Programme
• Sponsored by all five UK research councils:
ESRC, EPSRC, BBSRC, MRC, AHRC
• c£1.5 million funding received for 3.25 years
of research
• Involved a multidisciplinary team of academics
from 8 UK universities, with participation of
older people and research users
3. Background to the Sus-IT project
• Computers and the internet offer significant
potential to sustain and improve the quality of
life and independence of older people
• Many older people are already regular and
enthusiastic users of ICTs. Over 65s are the
fastest growing sector of internet users (Office of
National Statistics, 2004)
BUT…
4. “there is a real risk that in the medium to long
term, significantly more citizens will migrate
from being digitally engaged to being
unengaged than the other way round, as their
capabilities change”
(UK Digital Inclusion Panel Report 2004 p. 79)
5. Changes that can affect ICT use
Physical changes, e.g. eyesight, hand
dexterity, mobility
Psychological and cognitive
changes, e.g. confidence, memory
Social changes, e.g. family members
moving away
Technology changes, e.g. new versions
of familiar things
6. Sus-IT Project:
Research Questions
• What are the problems and
support needs of older ICT
users?
• What potential solutions are
available or could be
developed?
• How can a wide range of
stakeholders, including older
people, work together on this?
6
7. Methodology
A mixed-methods approach to data collection:
• Digital Engagement Survey
• Pictorial questionnaire
• Story telling
• Case studies
• Interactive theatre
• Computer Clubhouses and drop-in centres
• Co-design/sandpits
• Participatory problem-solving (PPS) workshops
2 staged process (i) knowledge sharing (ii) problem-solving
28 January 2013 7
8. The ICT Learning Journey
• Challenging
• Frustrating
• Baffling
• Tiring
• Non-intuitive
• Costly
“When I first started, a message used to come up, saying you have just done
an illegal entry and the computer needs to close down. I shut the windows
because I thought the police were coming”.
28 January 2013 8
9. (i) Entry Barriers
There is no My grandchildren try to Lack of awareness/
one to help me help – but they are too fast information
if it all goes
wrong
I learn it in
I don‟t class and I feel
understand I get it. I go
the technical home and I
language the have forgotten
trainers use it all
Learning by
trial and error Insufficient
frustrates me „adequate‟ learning
Cost of training I might break it! provisions
and technology I am scared of
the mouse
28 January 2013 9
9
10. Barriers to Sustaining Use of Technology
“The software that came with “It‟s all gone wrong. I don‟t
the computer does not work know how to put it right”
properly”
“I don‟t
understand
“Seeing the screen the technical
is a problem and jargon”
the keyboard is
difficult to use”
“I did it a while ago.
Now I don‟t know
“I don‟t know how to do it. My mind
how to deal has gone blank – I‟ve
with viruses” forgotten!”
“I don‟t know how to deal “Support is not available when I
with pop-ups and spam” need help”
11. Success factors in sustaining ICT use
• The availability of support is • Support to increase competence
crucial: and confidence in problem
– Children and peers solving
– ‘Coupledom’
– availability and provision of
help in classes/drop in • Improvements in the design of
centres. ICT-based products and services
to make them easier to use,
• Support to cope with technology more accessible and avoiding
changes, updates and upgrades unnecessary complexity.
11
12. Findings: How would you feel if you had to give up the
computer?
Based on words used by 248 participants who described how they would feel if
they abandoned use of the computer.
13. Current ICT learning and support provision
Individual learning
“Just give me a
manual, I’ll
work it out”
At home Public spaces
http://www.idf50.co.uk/
Group learning
14. Mapping ICT learning/support provision in
seven cities
Key findings from the Sus-IT research project:
1) the primary face-to-face support is available at
libraries, community centres and local agencies
2) the main focus is on supporting beginners/new entrants;
3) provision varies greatly from region to region - with pockets of
excellent/good practice
4) there is little provision for older people to pursue their interests or
trouble shoot
5) evaluation of the training is rarely collected or shared
15. What older people think of current ICT
learning and support provision
1. It is hard to find information about what learning and support is
available
2. Individual’s needs for ICT learning and support are very diverse, but
there is a widespread need for help and advice on hardware and
software issues
3. Individuals also differ widely in their learning styles and preferences
(e.g. ranging from self help, structured instruction, to learning from
peers and supportive others)
4. They rely heavily (but sometimes reluctantly) on family members and
friends for ICT support.
5. There is strong preference for provision in a relaxed, informal social
setting without pressure to learn/seek formal or vocational
qualifications
15
16. Where are we now?
• Research confirms the magnitude of the challenge of (i) the
learning journey and (ii) sustaining ICT use as we age.
• Good practice in delivery of learning opportunities exists
but is not adequately disseminated
• We have a growing body of knowledge about the complex
and varied relationship older people have with technology
• Support to enable older people to sustain use of technology
is vital.
28 January 2013 16
18. Acknowledgements
Sus-IT (“Sustaining IT use by older people to promote
autonomy and independence”). A New Dynamics of Ageing
(NDA) project, funded by the five UK Research Councils -
AHRC, BBSRC, EPSRC, ESRC and MRC
(Grant No. RES-353-25-0008).
KT-EQUAL (“Knowledge Transfer for Extending Quality Life”)
funded by the EPSRC (Grant No. EP/G030898/2).
18
Editor's Notes
Participants rely on the computer to do everyday tasks, communicate with friends and family and to access information or to pursue their hobbies. The majority of participants articulated negative feelings when asked about how they would feel if they had to abandon use of the computer. In describing how they would feel if they had to give up the computer, the majority of participants articulated words associated with negative feelings, such as ‘sad’, ‘disappointed’, and ‘bereft’. Only small numbers of participants stated that they would feel ‘indifferent’. In describing how they would feel if they had to give up the computer, the majority of participants articulated words associated with negative feelings, such as ‘sad’, ‘disappointed’, and ‘bereft’. Statistics show that musculo-skeletal problems are the most likely disability to cause people to stop using their computers – but losing their eyesight is the problem that most users believe will oblige them to give up followed by Physical incapacity due to Arthritis, Stroke, Parkinson disease or a decline in health generally, and thirdly cognitive changes. For instance, a third of survey respondents stated degenerating eyesight as the reason which they believe will lead to them to abandon use of the computer (31%).Interestingly, large proportions of participants were not aware of the accessibility features that can make to computer/laptop easier to use. I.e42% of participants were not aware of accessibility features on the computer that can make the screen easier to read, 48% of participants weren't aware of how to change the speed of the mouse, and 71% of participants did not know about features to help make the keyboard easier to use.
(Not exhaustive) Public spaces Individual learning –frequently libraries – BBC webwise, Go on Accredited formal courses– ms officeJust in time 1-1 drop in sessions- print a document, send an email, download photosAt home individual : manuals, helplines, 1-1 assistance Digital champions eg Digital Unite, friends, neighbours, familyAt home group: online forums/ communities, self-help groups gathering in someone’s housePublic spaces – group learning, places that value a social and collaborative approach - Drop in centres, community centres that provide courses, MIT style clubhouses