15 Matching Annotations
  1. Nov 2018
    1. Study: Most Teaching and Learning Uses Technology Nowadays

      This article reviews the impact of technology in the classroom. Today over 73% of teachers stated students are using tablets or laptops in the classroom. According to David Nagel, technology not only dominates education but also make students more productive and stimulates them intellectually.

      There is a link on the site to the complete study.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  2. Nov 2017
  3. Jul 2017
    1. A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.

      As thecnology evolves pedagogy needs to keep up with the rapid changes. Our students do not learn the same way they did 10 years ago, when most of the new teacher attended schools.

    1. How can we develop adequate understanding when the very object that we seek to study continuously changes?

      This can be seen as a problem or as an advantage, information is always changing, ideas are been created and developed. Students and teachers do not need to wait for books to print materials to be accessible, is right there.. one click away, now how we find and analyze information on the web is the tool our students need to become web literate .

    2. Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks

      students using this sites need to have web-literacy skills to obtain accurate and relevant information.

    1. The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

      not all technologies are appropiate for all tasks!

    2.  Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

      The idea of teaching foreing languages without the use of teachnology is imposible for me, and to any other educatior that base their lesson in current information to spark the student's interest.

    3. As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

      This reminded me of the struggle as a school administrator to "roll-out" the 1:1 program without giving teachers the PD necesary to develop a teaching plan with such great tool.

    1. One way to do this is by introducing teachers to the different analytical frameworks they can use to assess, select, and use technology in their instruction. These are basically conceptual models that provide a number of guidelines for teachers to reflect on when trying to implement technology in class.

      How much technology is too much?

    2. SAMR (Substitution, Augmentation, Modification, and Redefinition) is  a four-level conceptual framework  developed by Dr Ruben Puentedura (2006) to help teachers make  effective use of technology in their instruction

      What is SAMR? After reading about this model, I concluded that SMAR is a process to help teacher evaluate technology and integrated into lessons to facilitate student learning.

    1. At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration.
    2. TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice.

      Having the skills to incorporate the right amount of technology will determine success.

    3. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

      extremely important when "negocioation of meaning" is at play

    1. By tweeting, blogging, reading blogs, social bookmarking and annotating, and even simply lurking on digital platforms with their peers, students can become members of our classroom communities and not simply play the role of student.

      technology and the role of the student in the classroom

  4. Sep 2016