למידה, אינטרנט ... ומה שביניהם

תוויות: הטמעה, טכנולוגיה

This was not about using educational software pre-installed on the school-provided laptops; it was about supporting and expecting them to be networked Web 2.0 users.

It is great to see that more and more educators are discussing and recognizing the value of this BYOD approach, and the way it is emerging as not just a low-cost alternative to the more conventional uniform school laptop employment but as having strengths in its own right, particularly in the way it reflects a different way of thinking of students as independent learners who use tools in their own way, under our close supervision, to access and analyze information and to communicate, create, and publish their own thoughtful and well-crafted product.

BYOD places more emphasis on student-centered computer uses than teacher-led, classroom activities, because of the lack of standardization of student computing devices.

תוויות: הטמעה, כלים אישיים, פני החינוך, שימוש בבתי ספר

... it’s more like Groundhog Day where we are constantly stuck in act 1 of our determined effort to integrate the use of computers and networks into the practice of classroom teachers. Year after year fighting the same battles of not enough access for kids and too many administrators and teachers saying it’s important while still treating technology use as an optional nice-to-have extra.

this fall we will be seriously implementing a program to allow students to bring their own computing devices (BYOD) to school and use them in class. A few schools have been experimenting with this idea for a few years but now the concept has the blessing of the school board and the announced support of the top administrators, potentially making it harder for principals and teachers, especially in high schools, to avoid using technology for more than just standardized testing.

From the point of view of some of us, there is another strategy, one that is a little more disruptive one that goes beyond simply shifting from analog materials to digital ones.

Teachers still need to manage much of the process of learning in school. Manage but not control, a distinction that may be a difficult transition. Also tough, will be the realization that large parts of the curriculum are irrelevant when you have a room full of devices that can easily retrieve basic facts as well as communicate with anyone to develop the meaning of those facts.

תוויות: הטמעה, כלים אישיים, פני החינוך, שימוש בבתי ספר

שימוש במעבד תמלילים ובגיליון אלקטרוני מקל את הכתיבה, את ארגון המידע, את עיבוד הנתונים והצגתם, אך הוא אינו שונה במהותו מן השימוש במחברת, בעיפרון ובמחשבון; שימוש במצגות יכול לשפר במידה רבה את השיעור הפרונטלי, אך השיעור עדיין נותר פרונטלי.

תוויות: הטמעה

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change

If we inserted into the techno-critique argument any one of the long line of previous efforts at changing, innovating, or reforming education, the results would be the same: little or no sustained and scaled effects on teaching, learning, and achievement.

in fact, most change, innovation, and reform efforts have been problematic.

גם אם אני מסכים איתם, אני חייב להודות שמה שהם כותבים איננו שונה בהרבה מלהגיד "כשיבוא המשיח", ובערך אותו הדבר מבחינה יישומית.

תוויות: 1:1, הטמעה, שינוי

Use of Social Media and Networking is Contributing to the Attainment of Significant Educational Goals in Ways that Suggest Even More Powerful Future Impact

I realize that this is a very ‘tough gig’. The offer to fly halfway around the world to oppose this seemingly unassailable motion at this undeniably god-forsaken time to this technologically-attuned audience was too ludicrous a proposition to turn down. When the conference organizers informed me that everyone in the room would have a mobile voting device in order to instantaneously tell me how much they hated my arguments, then I was doubly determined to make it here. After all, what have I got to lose … except for my pride, my professional reputation, future book sales and chances of ever working this side of the Atlantic again?

it is astonishing how much of the recent debate around social media and education appears to be driven by belief, speculation, anecdote and personal experience rather than recourse to actual evidence.

Even when individuals are making use of social media in more ‘active’ and desirable ways, it seems to be nigh on impossible to ‘prove’ any discernible ‘contribution’ or ‘effect’ on learning.

the clear appeal of social media for many educational technologists is that these applications, tools and services correspond with wider beliefs about the value of learning that is interactive, learner-centered, social, authentic, more decentralized, plural and collaborative and so on.

תוויות: הטמעה, שימוש בבתי ספר

Dump hardware in schools, hope for magic to happen
This is, in many cases, the classic example of worst practice in ICT use in education. Unfortunately, it shows no sign of disappearing soon, and is the precursor in many ways to the other worst practices on this list. "If we supply it they will learn": Maybe in some cases this is true, for a very small minority of exceptional students and teachers, but this simplistic approach is often at the root of failure of many educational technology initiatives.

Experts advising change often come from one of these fields and present a myopic view of how to implement ICT, rather than an integrated view that accounts for all of the interacting elements.

תוויות: הטמעה

תוויות: הוראה, הטמעה, טכנולוגיה

One-to-one computing programs only as effective as their teachers

In summary, looking across the collection of 1:1 programs and studies presented in this special issue, it is evident that teachers are on the implementation front lines of any 1:1 initiative.

In schools with cognitive tools, teaching, learning, and technology are more than blurred. They are integrated, and they are inseparable. No question arises about getting teachers to “use the computers.” With the practice of teaching and learning so deeply embedded in the rules, design, collaboration, schema, and feedback processes of the school, its capacity to function is only possible using those tools. When a school reaches this point, it is a self-organizing learning enterprise.

תוויות: 1:1, הטמעה, מורים

Yet I was puzzled by their claim that using these devices had substantially altered how they taught. Policymaker decisions to buy and deploy high-tech devices was supposed to shift dominant ways of traditional teaching to student-centered, or progressive approaches. That is not what I encountered in classrooms.

Change clearly meant one thing to teachers and another to researchers. Teachers had, indeed, made a cascade of incremental changes in their daily lessons. Researchers, however, keeping in mind what policymakers intended, looked for fundamental changes in teaching.

... unconsciously overstate how traditional they were prior to the introduction of the-new-technology-that-changed-their-practice.

תוויות: הוראה, הטמעה

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

Yet XO laptops were added (to) this rigid system without extensive teacher training or tight integration into the national curriculum. So as the students progressed past the teachers in computing acumen, the teachers quickly felt threatened by this technology, and unable to control it, felt undermined by it, especially in the classroom.

From a Constructionist perspective, the laptops are a great success - children are self-directing their learning around the teachers. Yet from the teachers' and parents' perspective, that's play, not studying.

... if you don't include the teachers, the project will fail.

תוויות: הטמעה