למידה, אינטרנט ... ומה שביניהם

How information communication technology (ICT) can be used to improve learning

Does your school have an interactive whiteboard in every classroom? This is a revolutionary teacher’s tool which has made obsolete the old school blackboard with chalk, as well as slide projectors. Whiteboards can have a dramatic effect in raising standards. Not only can they show film clips and slides, and enable the teacher to write electronically instead of using chalk, they are also interactive with pupils being able to access them through their laptops.

For example what if instead of asking “Does your school have an interactive whiteboard in every classroom?" And following this question with the claim “Whiteboards can have a dramatic effect in raising standards”

He had asked “Does your school have class sizes of ninety students?" And followed this question with the claim “Raising class sizes to ninety students can have a dramatic effect in raising standards”

Why did Cyril Taylor prefer to interpret any changes in student learning outcome at Kemnal Technology College as being causally related to the presence of two (or was it three) interactive whiteboards when so many other factors are in play? Why did he privilege the IWB in all of this?

What happens to our common sense thinking when we get too close to “simmering electrical” technologies?

תוויות: הוראה, לוח לבן אינטראקטיבי

חלק מהורי התלמידים העולים לכתה ה' מתנגדים נחרצות לשימוש במחשב הנייד

גוזלים זמן יקר משיטת ההוראה המסורתית והמורים מוטרדים מאד מכך שהם אינם מספיקים את החומר

When Computers Leave Classrooms, So Does Boredom

More than anything else, Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather than using it as a creative tool. Class time should be reserved for discussion, he contends, especially now that students can download lectures online and find libraries of information on the Web. When students reflect on their college years later in life, they're going to remember challenging debates and talks with their professors. Lively interactions are what teaching is all about, he says, but those give-and-takes are discouraged by preset collections of slides.

תוויות: טכנולוגיה, למידה

Mandating portfolios on a system wide or statewide basis may destroy one of their greatest assets: allowing students to reflect on their learning and feel a sense of hope and control. Once standards are defined by an outside authority, teacher-student collaboration is minimized and the importance of students' own goals and learning assessment diminishes.

... if there is no extrinsic motivator or mandate, where is the intrinsic motivation to reflect on learning, especially when there are so many competing priorities in our students' lives? If only we could capture the motivation behind social networks to facilitate reflection on learning! That is the place where students reflect on life, albeit most often with a more social, less academic focus.

heavy with documentation but light on passion

תוויות: סטנדרטים, פורטפוליו

... like the revolution of the printing press, we are in the midst of a revolution of a digital nature that’s allowing us to easily create and consume content in many different forms, specifically audio, video and imagery.

You don't know what you think unless you can write.

In a way, writing creates a second person for you. When you write you are two people. Because you are writing to the writer and the writer is talking to you.

תוויות: אוריינויות, טקסט, כתיבה

Make sure the post is imperfect. This one may strike you as odd, but let me explain. There is always something you can improve about a blog post. Always. Add a paragraph, go with a different image, change a word choice, tweak the headline ... the list goes on and on. But if you actually consciously take a moment to consider the fact that your about-to-be-broadcast post is not practically perfect in every way, and if you take an additional moment to choose to be okay with that fact, you’ll conquer that perennial stumbling block that so many bloggers trip over – the double-edged sword of perfectionism/procrastination.

When you control an instantaneous publishing system that is available 24/7, perfection is not only unnecessary, it’s also detrimental.

Please don’t assume I’m saying bloggers don’t need to think before they post. A good entry is far more than just a random collection of subconscious ramblings.

However, the power of these tools means that we have the freedom to toss out incomplete thoughts and less than perfect prose, since tomorrow (or even an hour from now) we have another chance to rethink an idea or even completely reverse ourselves, ideally based on feedback from the original post.

תוויות: בלוגים, הרהורים, כתיבה

RESOLVED: Brick and mortar schools are detrimental to learning.

Gary’s (סטייגר) argument was against schools as they are, and Cheryl’s (למקי) was for schools as they could be (Gary definitely had that too, but he made the strongest anti-status quo argument). They’re both right.

For 21st century learning to move ahead, we have to get it clear in our minds that having a place where children spend all day is not the same thing as learning.

It seems obvious to me that for a variety of reasons, roughly 90-plus percent of students (that number is derived from some projections we ran when we were researching the book) could never take part in a fully virtual school program because of family structures and associated economic realities and the like, which is why hybrid-learning of various sorts will ultimately be so important to the future of education. Having a physical place for most students to go will always be important.

... my suggestion is that the individual student connection to the internet must become the platform for learning. After that, it will be time to figure out what use places we require our children to spend most of the days of twelve of their years may have.

תוויות: למידה, מידענות, פני החינוך

Why is "Technology Integration" synonymous with "Student-centered learning?"

The problem is that most technology-promoting educators and teacher educators are not interested in using computers to let teachers do their jobs better. What the technology professors want to do is to change the very notion of what schools and teachers are.

... I share those goals and would love for more teachers to become more student-centered ...

... but I still think that there exist teachers who have different epistemologies who nonetheless do a fine job and could and would do a better job if their students had access to computers. Why must we conflate using a tool with transforming education?

תוויות: הטמעה, שימוש בבתי ספר

I was going to write about some of the incredible people I’ve met, the learning sessions I’ve attended, the skills I have gained, the hardware I’ve played with, the software I’ve seen demonstrated and the websites I’ve been turned onto, but somewhere in the paragraph above I got insight into what my students experience in their classes and to why writing this blog is so valuable to me that I will continue to do it whether or not anyone else ever reads it.

My students are easily distracted. So am I as I wander the exhibit hall and my eyes are drawn left, right, up, down, right again, wait – what was that I just walked by on the left?

That’s why I write this blog. I don’t write to communicate with an audience. I write this to communicate with myself, to do the reflection and self-assessment inherent in learning from experience. You’re welcome to listen in, especially if it stimulates that same cognitive activity in you.

תוויות: בלוגים, רפלקציה

There was one BIG miss about this presentation. They felt you should provide students with a list of Internet resources, and NOT LET THEM USE GOOGLE ON THEIR OWN, because it’s not efficient, they don’t know what they are doing, and they will learn it later.

I was once of this opinion myself, but let me explain why this is NOT a good idea. You need to teach them how to search effectively and efficiently. They need to start learning by middle school, and not after otherwise, they will pick up bad habits, and not learn how to search effectively. Then, when they are older, they will already have bad search habits.

תוויות: חיפוש, מידענות

I’ve had it with museums’ obsession with open-ended self-expression. I know this sounds strange coming from someone writing an admittedly self-expressive blog post, but hear me out.

If your goal is to invite visitors to share their own experience in a way that celebrates and respects their unique contribution to the institution, you need to design more constraints, not fewer, on visitor self-expression.

The teens wanted the constraints, both so they could be good contributors and to put some limits on the vast openness of “whatever.”

תוויות: כלי ווב 2.0, רשתות חברתיות

Unless a great many people learn the basics of online crap detection and begin applying their critical faculties en masse and very soon, I fear for the future of the Internet as a useful source of credible news, medical advice, financial information, educational resources, scholarly and scientific research. Some critics argue that a tsunami of hogwash has already rendered the Web useless. I disagree. We are indeed inundated by online noise pollution, but the problem is soluble. The good stuff is out there if you know how to find and verify it. Basic information literacy, widely distributed, is the best protection for the knowledge commons: A sufficient portion of critical consumers among the online population can become a strong defense against the noise-death of the Internet.

The biases of trusted sources like newspapers and television need to be examined critically, as well as those that come in from what are increasingly called "social media."

Every man should have a built-in automatic crap detector operating inside him.

As I see it, the best things schools can do for kids is to help them learn how to distinguish useful talk from bullshit. I will ask only that you agree that every day in almost every way people are exposed to more bullshit than it is healthy for them to endure, and that if we can help them to recognize this fact, they might turn away from it and toward language that might do them some earthly good.

תוויות: מידענות, פרסום אישי

Instead of textbooks, teachers used games, group assignments and other materials. They also focused on showing students different ways to solve the same problem.

"We get to pull activities targeted for higher level of engagement with students, rather than using textbooks or worksheets," said teacher Denise White, who helped rewrite the curriculum.

לשם הכנת המסלולים המתמטיים אנא צלמו בעזרת מצלמה דיגיטלית אתרים בעיר ביאליק.

האתרים יכולים לשקף נקודת מבט היסטורית, גיאוגרפית (מפות וצילום האיזורים השונים), כלכלית (חנויות/ קניון...) או אחרת.

נסו לצלם תמונות שיש בהם עניין מתמטי (בכל דבר יש...) או הנדסי.

המשימה הבאה שלכם תהיה לסמן על תמונה או תמונות (במצגת) או ליצור סרטון (מתמונות או במצלמת וידאו), בעיות מתמטיות, ליצור מסלולים שבהם ניתן ללכת או לפתור אתגרים מתמטיים ולהעלות לכאן- לרשת שלנו.

תוויות: נייר, רשתות חברתיות

99 had at least one contrast between an included online or blended learning condition and face-to-face (offline) instruction that potentially could be used in the quantitative meta-analysis.

The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.

The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se.

Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals.

Overall, the available research evidence suggests that promoting self-reflection, self-regulation and self-monitoring leads to more positive online learning outcomes. Features such as prompts for reflection, self-explanation and self-monitoring strategies have shown promise for improving online learning outcomes.

In active learning, the technology allows students to control digital artifacts to explore information or address problems. In interactive learning, technology mediates human interaction either synchronously or asynchronously; learning emerges through interactions with other students and the technology.

As a group, these three studies suggest that the relative efficacy of blended and purely online learning approaches depends on the instructional elements of the two conditions.

תוויות: דוחות, מקוון