UNESCO Policy Guidelines for Mobile Learning UNESCO believes that mobile technologies can expand and enrich educational opportunities for learners in diverse settings. Yet most ICT in education policies were articulated in a ‘pre-mobile’ era and they do not seek to maximize the learning potentials of mobile technology. The rare policies that do reference mobile devices tend to treat them tangentially or ban their use in schools. Today, a growing body of evidence suggests that ubiquitous mobile devices – especially mobile phones and, more recently, tablet computers – are being used by learners and educators around the world to access information, streamline administration and facilitate learning in new and innovative ways. UNESCO’s newly developed Policy guidelines for mobile learning should be embedded within existing ICT in education policies, which many governments already have in place.
Starting With Why: The Power of Student-Driven Learning I know a high school student who is quite amazing. She’s keen. She’s hungry. In the graded world, She’s a 95-percent student, and like many of our most capable students, she’s disengaged from her learning. She’s a student who would thrive in an environment that allowed her to co-create her education. She would thrive after being asked: “What do you want to learn?” But she can’t She’s stuck in a traditional school, in a traditional classroom, and she’s just putting in time. In all honesty, I used to run one of those classrooms. We start in the wrong place So often in education we focus on the wrong things. As Sinek states: Very few people or companies can clearly articulate WHY they do WHAT they do. I think teachers and school organizations need to ask themselves the Why questions, beginning with: Why do we own the learning and not our students? Why do we have so many students like the one I know, frustrated and bored, just waiting to be challenged? So what do I believe? As a teacher:
10 Lessons From the Best District in the Country By Elizabeth F. Farrell If they haven’t been tossed already, textbooks at Mooresville Graded School District sit unused, piled in corners of classrooms. At Mooresville, 20 miles outside of Charlotte, North Carolina, this is the new norm. Results of this transformation are off the charts—the graduation rate for African-American students was 95 percent in 2012, up from 67 percent five years earlier. Mark Edwards has spearheaded the digital conversion since taking over as superintendent in 2007. “Ninety percent of our visitors come here talking about hardware and leave talking about culture. The success of the eight-school, 5,600-student district has earned it numerous accolades—Edwards spoke on a White House panel and was named AASA’s Superintendent of the Year in February. Visitors to Mooresville schools may be inspired by what they see, but they probably won’t get a full picture of the careful long-term efforts that made the success possible. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. —Spring 2013—
Miltä oppiminen näyttää tulevaisuudessa? Oppiminen kehittynyt hitaasti Millaista oppiminen on tulevaisuudessa? Ei ainakaan samanlaista kuin nykyään. Viime vuosikymmenien huomattavasta teknologisesta kehityksestä huolimatta opetusmetodit ovat säilyneet hyvin samanlaisina – lukuunottamatta tiedonhaun ja oppimisympäristöjen siirtymistä osittain verkkoon. Teknologinen kehitys vie meidät ubiikkiyhteiskuntaan Tulevaisuuden oppiminen näyttää kuitenkin hyvin erilaiselta. Turun yliopiston professori Sirkka Heinosen mukaan tämän hetkisen kehityksen myös opetus mullistuu teknologian tuella. Uudenlainen oppiminen kokonaisvaltaista ja yksilöllistä Arjen esineiden oppiessa viestimään langattomasti ja sopeutuessa käyttäjiensä tarpeisiin, voimme sanoa elävämme ubiikkiyhteiskunnassa. Heinosen mukaan ihmiset oppivat tulevaisuudessa kaiken ikäisinä, sekä yksin että yhdessä, itse ja toisiltaan – sekä virtuaalisesti että fyysisesti. Oppiminen lähtee itsestä ja omasta kiinnostuksesta Asenteet esteenä uudenlaiselle oppimiselle
17 Ways Teachers Are Using iPhones In Education Think iPhones don’t belong in the classroom? Well, think again. Technology in higher education is going mobile, and smartphones are becoming more and more ingrained in daily life for faculty and students alike. At Education Dive, we have already looked at the role of Apple’s iPad in schools , as well as some of the major app releases that educations should be paying attention to. We know know Android phones are useful and that some schools are looking at Windows phones . Nevertheless, Apple still has a formidable app store, and colleges and universities are finding some brilliant ways to work the devices into tech initiatives. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
Classroom Guide: Top Ten Tips for Assessing Project-Based Learning Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation What's Inside the PDF? Keep It Real with Authentic Products Don’t Overlook Soft Skills Learn from Big Thinkers Use Formative Strategies to Keep Projects on Track Gather Feedback -- Fast Focus on Teamwork Track Progress with Digital Tools Grow Your Audience Do-It-Yourself Professional Development Assess Better Together BONUS TIP: How to Assemble Your PBL Tool Kit
Eric Sheninger: The Device Conundrum As we continue to advance in the digital age schools and districts are beginning to re-think pedagogy and learning environments by instituting either 1:1 device programs or Bring Your Own Device (BYOD) initiatives. In my opinion, schools that wish to create the most relevant and meaningful learning culture will go in one of these directions. It is tough to argue the potential impact of either program that is implemented diligently and with a focus on learning that will not result in the enhancement of essential skills sets that our students need to succeed in today's digital world. Probably the most significant impact, either 1:1 or BYOD can have is in the area of teaching digital responsibility, citizenship, and the creation of positive footprints online. After all, in the real world that we are preparing our students for, technological literacies and proficiencies are the cornerstones of numerous career paths. I am extremely interested to hear what others think about 1:1 vs.
Tabletti opettajan työkaluna | I Padin käyttökokemuksia koulussa A Beginner's Guide To Mobile Learning Google reported in 2011 that smartphone sales are set to grow at a rate of 30 percent per year. These web-ready, video streaming, image capture devices are a lot of fun — and what’s more, they can align perfectly with your classroom’s goals. Check out these tips and teaching resources before you take your first steps into the portable version of eLearning. Organize Before You Invest The first step to mobile learning for many parents and educators is to get schools on board. Another option for schools is the “bring your own device” (BYOD) movement, which allows students to bring their own phones and devices to the classroom. Plan Your Curriculum Around The 4 Cs Of Mobile Learning Mobile learning goes way beyond a few tailored apps. Utilizing all four C’s of mobile learning can help you focus lesson plans and expand the way in which students use the devices. The ways you can utilize a mobile device are as varied as the capabilities for the device itself. 4 Educational Apps To Get Started
How (And Why) Teachers Should Get Started With Blended Learning Blended learning is quite simply one of the most overused terms to describe the current state of education’s relationship with technology. However, it fits. Blended learning is marrying the influx of technology with the learning principles that are proven to work. It’s a powerful combination if done properly. That’s why this new-ish term is, as stated just a few sentences ago, such an overused term. So how does your average everyday teacher get started with blending up your learning? See Also: How Teachers Are Using Blended Learning Right Now Why yes! Source: Digital Learning Now