From Knowledgeable To Knowledge-Able
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1) The document discusses how information and communication technologies (ICT) have transformed learning and teaching in the classroom. It explores how students today, dubbed "digital natives", have grown up with technologies like computers, internet and mobile devices. 2) It examines whether constant access to online information is changing how student's brains work and their preference for fast-paced and visual learning. 3) The implications of ICT for teaching include moving from a transmission model of teaching to one focused on discourse. Teachers take on more of a coaching role while online resources become learning hubs.
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From Knowledgeable To Knowledge-Able
- 1. From knowledgeable to knowledge-able What role will Information and Communication Technologies play in the classroom?Presented by Derek Moore Creative Commons Share Alike
- 2. Overview What do we know? What do we think we know? What are the implications of this knowing for our practice? Creative Commons Share Alike
- 3. Happy 20th Birthday http://www.flickr.com/photos/frozen-in-time/2263904827/sizes/l/
- 4. Meet the first web – it’s nearly 20 years old http://www.w3.org/History/19921103-hypertext/hypertext/WWW/TheProject.html Creative Commons Share Alike
- 5. What do we know? Discuss with a partner - If you were unable to use the web to connect. – what way would your life be different? Creative Commons Share Alike
- 6. Creative Commons Share Alike
- 8. Open Content
- 9. Mobile Computing Creative Commons Share Alike
- 10. Information Age Data rich, digital and networked technologies are changing the way we produce, consume, communicate and think. Creative Commons Share Alike
- 11. Generation M2 Creative Commons Share Alike
- 12. Children are spending more time behind a screen Info Graphic: New York Times See GENERATION M2 Media in the Lives of 8- to 18-Year-Olds
- 13. Telephone 89 years Television 38 years Cell phone 14 years iPod 7 years Facebook 5 years “Culture is becoming encoded in digital form” Living within a Knowledge society How long does it take to reach 150 million users? http://money.cnn.com/2009/02/16/technology/hempel_facebook.fortune/index.htm
- 14. Facebook in ZA “Where their parents see the Internet as a source for gathering information… …the Net Generation sees the Internet as a place for gathering.”
- 15. What we think we know Discuss – Is this constant access to data and information reformatting our brains? Creative Commons Share Alike
- 17. Externalising our Knowledge? http://www.theatlantic.com/doc/200807/google
- 18. Making us more Knowledgeable?
- 19. Digital Natives / Digital Immigrants Is there is a difference between those born before the home PC was introduced and those who do not know of a life without screen media? Creative Commons Share Alike
- 20. Marc Perensky Digital Natives Used to receiving information fast Like to parallel process and multi task Visually orientated Prefer random access to linear Instant gratification Ubiquitous access to communications technologies http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
- 21. Digital Natives Multiple TV channels Never owned a record player, tape recorder Grown up with computers Food gets defrosted in the microwave The internet has always been available They e-mail, SMS, Instant Message or Skype their friends Cell Phones contain important memories Engage in virtual worlds Listen to music on Digital Music Players (and don’t buy CDs) Creative Commons Share Alike
- 22. Just a metaphor Not all youth are born digital Generational profiling excludes those who are not socially or financially privileged Generational differences do exist – but they are not that simplistic Youth that immersed in technology might master to the tools quicker. But mastery is not necessarily linked to age (look at the masters of digital technology in silicon valley) Creative Commons Share Alike
- 23. What are the implications of this knowing for your teaching? Discuss – How will ICT affect your classroom teaching? Creative Commons Share Alike
- 24. Transmission vs Discourse Transmission Teachers as experts Textbooks source Think - Do - Think Discourse Teachers as Coach Websites are HUBs Do - Think – Do Creative Commons Share Alike
- 25. Technological determinism “..Emerging information technologies revolutionize education and improve it dramatically...” technology is always a product of society, and therefore technology is never autonomous Joseph Goguen Creative Commons Share Alike
- 26. Educational Experience Teacher Presence Social Presence Cognitive Presence
- 27. Traditional Teaching… In a world where any knowledge is at your finger tips, is multiple choice really the way to be teaching kids about how to search and how to evaluate what you find? Cathy Davidson Creative Commons Share Alike
- 28. Lets rephrase the question What way has Information and Communication Technologies transformed your life, your thinking and your classroom? Creative Commons Share Alike
- 29. More knowledgeable Creative Commons Share Alike
- 30. More knowledge - able Creative Commons Share Alike
- 31. Personal Learning Network Creative Commons Share Alike
- 32. Credits Frand, J. (2000) The Information Age Mindset http://educause.edu/apps/er/erm00/articles005/erm0051.pdf Generation M2 (2010) http://www.kff.org/entmedia/upload/mh012010presentL.pdf Horizon Report (2010) http://www.nmc.org/publications/2010-horizon-report LewanT, (2010) New York Times http://www.nytimes.com/2010/01/20/education/20wired.html Creative Commons Share Alike
Notas do Editor
- [twitter] How ready are you to be a 21st century teacher and learner? [/twitter]
- See http://www.guardian.co.uk/technology/interactive/2009/oct/23/internet-arpanet for 40 years of Internet History1992 Email1993 / 1994 Mosaic and NetscapeBrowsers1995 Online commerce - Amazon is launched1996 HoTMaiL is launched, Alta Vista Search1997 First Weblog is launched1998 Google Search Engine 1999 Napster, File sharing2000 Dotcombombs2001 Wikipedia Launched2002 Heather Armstrong Fired2003 Skype and Myspace2004 Facebook and Gmail2005 YouTubeTwitter Launches Mobile web – iPhoneBarackObama builds a vast network Real Time media
- http://rossdawsonblog.com/trends_and_technology_timeline_2010.pdf
- http://www.nmc.org/pdf/2010-Horizon-Report.pdfMobile ComputingOpen ContentElectronic BooksSimple Augmented RealityGesture Based computingVisuaul Data Analyssis
- Open content, also expected to reachmainstream use in the next twelve months, is thecurrent form of a movement that began nearlya decade ago, when schools like MIT began tomake their course content freely available. Today,there is a tremendous variety of open content,and in many parts of the world, open contentrepresents a profound shift in the way studentsstudy and learn. Far more than a collection offree online course materials, the open contentmovement is a response to the rising costs ofeducation, the desire for access to learning inareas where such access is difficult, and anexpression of student choice about when andhow to learn.
- Mobile computing, by which we mean use of the network-capable devices students are already carrying, is already established on manycampuses, although before we see widespread use, concerns about privacy, classroom management, and access will need to beaddressed. At the same time, the opportunity is great; virtually all higher education students carry some form of mobile device, and thecellular network that supports their connectivity continues to grow. An increasing number of faculty and instructional technology staffare experimenting with the possibilities for collaboration and communication offered by mobile computing. Devices from smart phonesto netbooks are portable tools for productivity, learning, and communication, offering an increasing range of activities fully supported byapplications designed especially for mobiles.
- 1) The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our rolesas educators in sense-making, coaching, and credentialing.2) People expect to be able to work, learn, and study whenever and wherever they want to3) The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.4) The work of students is increasingly seen as collaborative by nature, and there is more crosscampus collaboration between departments.The Horizon Report
- http://www.kff.org/entmedia/8010.cfm
- http://www.kff.org/entmedia/upload/8010.pdf Youth aged 8 - 18 spend more than 7.5hrs a day (equivalent of a work day) using a smart phone, computer, tv or other electronic device - 7 days a weekLess than five years ago the above number was less than 6.5hrs per dayThe above times do not include daily use of computer for school work, texting time (1.5hrs) or talking on their cellphone (30mins)Taking in to account multi-tasking, on average those studied can pack 11hrs of media information in to those 7.5hrs per day! In 2004, multi-tasking brought it up to 8.5hrs.Youth media consumption has grown far more in the last five years than in the previous five year period: 1999-2004Contrary to public opinion that media usage displaces exercise, the heaviest media users reported spending a similar amount of time exercising or doing physical activity as the lighter media users of the same age (a particularly positive finding I would say!)Almost 9 out of 10 users surveyed reported participating in some physical exercise the previous day Heavy media users report getting slightly lower grades in school than lighter usersOverall most users reported being very content and having lots of friends. But those users that felt less personal contentedness tended to be heavier media users. (http://blog.litmos.com/2010/01/10-findings-from-new-youth-media-study.html)46% of users surveyed reported sending text messages during the day and this averaged out at 118 texts on a typical day
- The outlook of those we teach has changed, and thus the way in which we teach must change. The world in which we all live has changed, and thus thecontent we teach must change. The industrial age has become the information age, and thus the way we organize our institutions must change, as must themeaning we attach to the terms “student,” “teacher,” and “alumni.” The challenge will be for educators and higher education institutions to incorporatethe information-age mindset of today’s learners into our programs so as to create communities of lifelong learners (Frand, 2000)
- http://www.flickr.com/photos/dkuropatwa/4285762190/in/pool-858082@N25From Manovich (2001): “As distribution of all forms of culture becomes computer-based, we are increasingly ‘interfacing’ to predominately cultural data–texts, photographs, films, music, virtual environments. In short, we are no longer interfacing to a computer, but to culture encoded in digital form”