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Integrating technology and pedagogy in the classroom (By Miguel Nussbaum)

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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Integrating technology and pedagogy in the classroom (By Miguel Nussbaum)

  1. 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
  2. 2. XXI student
  3. 3. Hipper connected
  4. 4. New Codes
  5. 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
  6. 6. Multi process
  7. 7. Visual “YouTube” vs Wikipedia or Google
  8. 8. Visual ...., and real time Second Life
  9. 9. High interactivity demand
  10. 10. www.atc21s.org
  11. 11. Meanwhile
  12. 12. 1909 1959
  13. 13. 1909 1959 2009
  14. 14. 1909 1959 2009
  15. 15. What does it mean to change the classroom dynamics?
  16. 16. Contents
  17. 17. Contents Pedagogical Model
  18. 18. Media Contents Task Pedagogical Model
  19. 19. XXI century Media Contents Task Paper Based Technology Enabled Pedagogical Model XIX century
  20. 20. XXI century Media Contents Task Paper Based Technology Enabled Pedagogical Model XIX century
  21. 21. 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
  22. 22. XXI century Media Contents Task Paper Based Technology Enabled Pedagogical Model XIX century
  23. 23. Collaborative 1:1
  24. 24. Why collaborative 1:1? Building a constructivist space
  25. 25. Why collaborative 1:1? Building a space where all actors participate
  26. 26. Why collaborative 1:1? Building a communication space
  27. 27. Why collaborative 1:1? Building a negotiation space
  28. 28. Why collaborative 1:1? Building a coordination space
  29. 29. Why collaborative 1:1? A space where the teachers actively interacts with the students
  30. 30. In Classroom experience
  31. 31. Chile, … copyright 2005 @ DICTUC SA. All rights reserved
  32. 32. Sector de Nº de Grupo estudiante Media Diferencia Significancia Cohen’s D aprendizaje estudiantes Matemática Sin Eduinnova 2.593 219.86 17.17 P<0.05 0,32 (7.8%) Con Eduinnova 433 237.031 Sin Eduinnova 231.97 6.72 Lenguaje 2.756 P<0.05 0,13 (2.8%) Con Eduinnova 233 238.69 Prueba SIMCE, 5 colegios Antofagasta (Chile)
  33. 33. USA
  34. 34. 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
  35. 35. 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)
  36. 36. In class experience: Argentina
  37. 37. In Class experience: Brazil
  38. 38. Wolverhampton, England
  39. 39. Can we do it cheaper?
  40. 40. copyright 2005 @ DICTUC SA. All rights reserved
  41. 41. In Class experience: Guatemala
  42. 42. Can we go even cheaper: Massive Multiple Mice
  43. 43. Bangalore, India
  44. 44. One Mouse per Child
  45. 45. What have we learned in 1 : 1 ?
  46. 46. Lessons Learned: The Barriers of ICT for Education
  47. 47. 1st Order Barriers Lack or weakness in: 1. Equipment and web access
  48. 48. Technology
  49. 49. 1st Order Barriers Lack or weakness in: 1. equipment and Web access 2. Integration of conventional and digital resources into lesson plan
  50. 50. Pedagogy Technology
  51. 51. Integration of conventional and digital resources into lesson plan  Connection to Internet & other ICT tools
  52. 52. XXI century Media Contents Task Paper Based Technology Enabled Pedagogical Model XIX century
  53. 53. 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
  54. 54. Teacher Training Pedagogy Technology
  55. 55. 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
  56. 56. Vision Teacher Training Pedagogy Technology
  57. 57. 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
  58. 58. 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
  59. 59. 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
  60. 60. 3rd Order Barriers Lack or weakness in Classroom needs of : 1. Students A space to collaborate, learn, think, reflect
  61. 61. 3rd Order Barriers Lack or weakness in Classroom needs of : 1. Students A space to collaborate, learn, think, reflect
  62. 62. 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
  63. 63. 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
  64. 64. Lessons Learned: The Process of ICT for Education
  65. 65. 1st Step: Development of Pedagogical model:
  66. 66. 1st Step: Development of Pedagogical model: relevance, usability, learning impact Effective Final Design Initial Design
  67. 67. 2nd Step: School Intervention Process:
  68. 68. 2nd Step: School Intervention Process: Teacher Appropriation, Impact in learning Transferable Effective Final Design Initial Design
  69. 69. 3rd Step: Technology Transfer into the system:
  70. 70. 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
  71. 71. 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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