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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.
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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
XXI student
Hipper connected
New Codes
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
Multi process
“YouTube”
vs
Wikipedia or Google
Visual
Visual ...., and real time
Second Life
High interactivity demand
www.atc21s.org
Meanwhile
1909
1959
1909
1959
2009
1909
1959
2009
What does it mean to change the classroom dynamics?
Contents
Contents
Pedagogical Model
Task
Contents
Pedagogical Model
Media
Task
Contents
Pedagogical Model
Media
Paper Based Technology Enabled
XIX century
XXI century
Task
Contents
Pedagogical Model
Media
XIX century
Paper Based Technology Enabled
XXI century
Harnessing Technology Review 2007:
Progress and impact of technology in education
Published by BECTA: 17 September 2007
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
Task
Contents
Pedagogical Model
Media
XIX century
Paper Based Technology Enabled
XXI century
Collaborative 1:1
Why collaborative 1:1?Building a constructivist space
Why collaborative 1:1?Building a space where all actors participate
Why collaborative 1:1?Building a communication space
Why collaborative 1:1?Building a negotiation space
Why collaborative 1:1?Building a coordination space
Why collaborative 1:1?A space where the teachers actively interacts with the students
In Classroom experience
Chile, …
copyright 2005 @ DICTUC SA. All rights reserved
Sector de aprendizaje
Grupo estudiante Nº de
estudiantes Media Diferencia Significancia Cohen’s D
Matemática Sin Eduinnova 2.593 219.86 Con Eduinnova 433 237.031
17.17 (7.8%)
P<0.05 0,32
Lenguaje Sin Eduinnova 2.756
231.97
Con Eduinnova 233 238.69
6.72 (2.8%)
P<0.05 0,13
Prueba SIMCE, 5 colegios Antofagasta (Chile)
USA
SRI, 3 colegios San Francisco (USA), p<0.5
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)
0
0.5
1
1.5
2
2.5
3
3.5
4
Gives an answer
Gives an explanation
Makes a co llaborative m
ove
Directs a peer
Disagrees with another student
Asks a math question
Raises hand
Talks wi th teacher
Reads problem aloud
Expresses lack of understanding
Me
an
co
un
t p
er
6-m
inu
te o
bs
erv
ati
on
win
do
w Mean for TechPALS
Mean for Control group
In class experience: Argentina
In Class experience: Brazil
Wolverhampton, England
Can we do it cheaper?
copyright 2005 @ DICTUC SA. All rights reserved
In Class experience: Guatemala
Can we go even cheaper: Massive Multiple Mice
Bangalore, India
One Mouse per Child
What have we learned in 1 : 1 ?
Lessons Learned:
The Barriers of ICT for Education
1st Order Barriers
Lack or weakness in:
1. Equipment and web access
Technology
1st Order Barriers
Lack or weakness in:
1. equipment and Web access2. Integration of conventional and digital resources into lesson
plan
Pedagogy
Technology
Connection to Internet & other ICT tools
Integration of conventional and digital resources into lesson plan
Task
Contents
Pedagogical Model
Media
XIX century
Paper Based Technology Enabled
XXI century
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
Teacher Training
Pedagogy
Technology
1st Order Barriers
Lack or weakness in:
1. equipment and Web access
2. Integration of conventional and digital resources into lesson plan3. differentiated teacher training needs and time allowance 4. leadership to plan, implement and support ICT projects
Vision
Teacher Training
Pedagogy
Technology
2nd Order Barriers
Lack or weakness in:1. confidence in ICT 2. Personal attitude before students, peers and ICT3. Competency and plasticity in pedagogy practices
2nd Order Barriers
Lack or weakness in:1. confidence in ICT 2. Personal attitude before students, peers and ICT3. Competency and plasticity in pedagogy practices
Less tangible and deeply rooted
2nd Order Barriers
Lack or weakness in:1. confidence in ICT 2. Personal attitude before students, peers and ICT3. Competency and plasticity in pedagogy practices
Teacher Coaching
3rd Order Barriers
Lack or weakness in Classroom needs of :
1. StudentsA space to collaborate,
learn, think, reflect
3rd Order Barriers
Lack or weakness in Classroom needs of :
1. StudentsA space to collaborate,
learn, think, reflect
3rd Order Barriers
Lack or weakness in Classroom needs of :
1. StudentsA space to collaborate,
learn, think, reflect
2. TeachersMaintain classroom pace, Participation and order.Cover curricular needs
3rd Order Barriers
Lack or weakness in Classroom needs of :
1. StudentsA space to collaborate,
learn, think, reflect
2. TeachersMaintain classroom pace, Participation and order.Cover curricular needs
Lessons Learned:
The Process of ICT for Education
1st Step: Development of Pedagogical model:
1st Step: Development of Pedagogical model: relevance, usability, learning impact
Initial Design
Final Design
Effective
2nd Step: School Intervention Process:
2nd Step: School Intervention Process: Teacher Appropriation, Impact in learning
Initial Design
Final Design
Effective
Transferable
3rd Step: Technology Transfer into the system:
3rd Step: Technology Transfer into the system: Total Cost of Ownership, Fidelity of implementation and intervention, Learning impact
Efficient
Effective
Transferable
Initial Design
Final Design
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
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