Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development.
school has been the same for at least the last century. The big difference is that inside some classrooms we find netbooks on the students desks with the same XIX century teacher student disposition. The question is then, how can technology change classroom dynamics to fulfill students' and teachers' needs?
The benefits of technology can be realized only through an effective learning and teaching strategy. The problem to solve has to be shifted from a technological perspective, to a pedagogical one. We show how different technologies can be used to foster collaborative learning inside the classroom to improve learning, and social and communication abilities.
Integrating technology and pedagogy in the classroom (By Miguel Nussbaum)
1. Pontificia Universidad Católica de Chile
www.eduinnova.cl
Looking into the future: the importance
of applications and quality content
Miguel Nussbaum
mn@ing.puc.cl
5. New Codes
Exploring the relationship between children's knowledge of text
message abbreviations and school literacy outcomes
Plester, Beverly; Wood, Clare; Joshi, Puja
British Journal of Developmental Psychology, Volume 27, Number 1,
March 2009 , pp. 145-161
Deeper understanding of writing l8r : later
21. XXI century
Media Contents
Task
Paper Based Technology Enabled
Pedagogical Model
XIX century
22. XXI century
Media Contents
Task
Paper Based Technology Enabled
Pedagogical Model
XIX century
23.
24. Some teachers were not using the boards in ways that were pedagogically
productive, privileging the use of technological features ahead of any
clear pedagogical intentions.
The benefits of whiteboards would only be realized through an
effective learning and teaching strategy
Harnessing Technology Review 2007:
Progress and impact of technology in education
Published by BECTA: 17 September 2007
25. XXI century
Media Contents
Task
Paper Based Technology Enabled
Pedagogical Model
XIX century
38. Experimental group Control Group
n M SD n M SD
Overall 78 6.38 4.17 83 5.24 3.92
School 1 25 8.16 3.90 27 6.52 3.06
School 2 27 3.59 3.05 29 2.69 3.90
School 3 26 7.58 4.02 27 6.70 3.38
SRI, 3 colegios San Francisco (USA), p<0.5
39. 4
Mean count per 6-m inute observation window
3.5 Mean for TechPALS
3 Mean for Control group
2.5
2
1.5
1
0.5
0
G G M Di Di As Ra Ta Re Ex
ive ive ak re sa ks lks pr
s s es ct gr ise ad es
an an s e a s wi s se
a a es m ha th pr
an ex co pe at nd ob s
sw pla lla er wi h te le lac
bo th qu ac m k
er na an es he al of
t io ra r ou
n ti v ot ti o un
e he n d de
m rs rs
ov tu ta
e de nd
nt ing
SRI, 3 colegios San Francisco (USA)
62. Integration of conventional and digital resources into lesson plan
Connection to
Internet & other
ICT tools
63. XXI century
Media Contents
Task
Paper Based Technology Enabled
Pedagogical Model
XIX century
64. 1st Order Barriers
Lack or weakness in:
1. equipment and Web access
2. Integration of conventional and digital resources into lesson plan
3. differentiated teacher training needs and time allowance
67. 1st Order Barriers
Lack or weakness in:
1. equipment and Web access
2. Integration of conventional and digital resources into lesson plan
3. differentiated teacher training needs and time allowance
4. leadership to plan, implement and support ICT projects
69. 2nd Order Barriers
Lack or weakness in:
1. confidence in ICT
2. Personal attitude before students, peers and ICT
3. Competency and plasticity in pedagogy practices
70. 2nd Order Barriers
Lack or weakness in:
1. confidence in ICT
2. Personal attitude before students, peers and ICT
3. Competency and plasticity in pedagogy practices
Less tangible and deeply rooted
71. 2nd Order Barriers
Lack or weakness in:
1. confidence in ICT
2. Personal attitude before students, peers and ICT
3. Competency and plasticity in pedagogy practices
Teacher Coaching
72. 3rd Order Barriers
Lack or weakness in Classroom needs of :
1. Students
A space to collaborate,
learn,
think,
reflect
73. 3rd Order Barriers
Lack or weakness in Classroom needs of :
1. Students
A space to collaborate,
learn,
think,
reflect
74. 3rd Order Barriers
Lack or weakness in Classroom needs of :
1. Students
A space to collaborate,
learn,
think,
reflect
2. Teachers
Maintain classroom pace,
Participation and order.
Cover curricular needs
75. 3rd Order Barriers
Lack or weakness in Classroom needs of :
1. Students
A space to collaborate,
learn,
think,
reflect
2. Teachers
Maintain classroom pace,
Participation and order.
Cover curricular needs
82. 3rd Step: Technology Transfer into the system:
Total Cost of Ownership,
Fidelity of implementation and intervention,
Learning impact
Efficient
Transferable
Effective
Final Design
Initial Design
83. Pontificia Universidad Católica de Chile
www.eduinnova.cl
Looking into the future: the importance
of applications and quality content
Miguel Nussbaum
mn@ing.puc.cl