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. XXI student

3. Hipper connected

4. New Codes

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. Multi process

7. Visual
“YouTube”
vs
Wikipedia or Google

9. Visual ...., and real time
Second Life

10. High interactivity demand

12. www.atc21s.org

13. Meanwhile

14. 1909
1959

15. 1909
1959
2009

16. 1909
1959
2009

17. What does it mean to change the classroom dynamics?

18. Contents

19. Contents
Pedagogical Model

20. Media Contents
Task
Pedagogical Model

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

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

26. Collaborative 1:1

27. Why collaborative 1:1?
Building a constructivist space

28. Why collaborative 1:1?
Building a space where all actors participate

29. Why collaborative 1:1?
Building a communication space

30. Why collaborative 1:1?
Building a negotiation space

31. Why collaborative 1:1?
Building a coordination space

32. Why collaborative 1:1?
A space where the teachers actively interacts
with the students

34. In Classroom experience

35. Chile, …
copyright 2005 @ DICTUC SA. All rights reserved

36. 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)

37. USA

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)

40. In class experience: Argentina

41. In Class experience: Brazil

42. Wolverhampton, England

44. Can we do it cheaper?

45. copyright 2005 @ DICTUC SA. All rights reserved

46. In Class experience: Guatemala

47. Can we go even cheaper: Massive Multiple Mice

48. Bangalore, India

49. One Mouse per Child

50. What have we learned in 1 : 1 ?

51. Lessons Learned:
The Barriers of ICT for Education

52. 1st Order Barriers
Lack or weakness in:
1. Equipment and web access

53. Technology

60. 1st Order Barriers
Lack or weakness in:
1. equipment and Web access
2. Integration of conventional and digital resources into lesson
plan

61. Pedagogy
Technology

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

65. Teacher Training
Pedagogy
Technology

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

68. Vision
Teacher Training
Pedagogy
Technology

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

76. Lessons Learned:
The Process of ICT for Education

77. 1st Step: Development of Pedagogical model:

78. 1st Step: Development of Pedagogical model:
relevance,
usability,
learning impact
Effective
Final Design
Initial Design

79. 2nd Step: School Intervention Process:

80. 2nd Step: School Intervention Process:
Teacher Appropriation,
Impact in learning
Transferable
Effective
Final Design
Initial Design

81. 3rd Step: Technology Transfer into the system:

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