background preloader

What’s the Difference Between “Using Technology” and “Technology Integration”?

What’s the Difference Between “Using Technology” and “Technology Integration”?

D’environnement numérique pour apprendre… Parler d’environnement numérique d’apprentissage, c’est d’abord parler d’apprentissage! Congruent aux résultats d’apprentissage actualisés (compétences durables, créativité, etc.), l’activité pédagogique proposée saura engager l’apprenant, par sa pertinence, ainsi que par une utilisation judicieuse des espaces et des outils numériques à la disposition de l’apprenant et de l’enseignant. Le défi pour celui-ci/celle-ci : donner toute la place à sa créativité pédagogique en élaborant des scénarios d’apprentissage auparavant inconcevables avant l’apport des outils et des espaces numériques. Évidemment, l’appropriation de ce potentiel implique du courage : le courage d’essayer de nouveaux outils, de sortir des sentiers battus ou en déblayer de nouveaux, de faire autrement, d’entrer en relation professionnelle avec d’autres enseignants de son école ou de l’autre côté de la planète. Like this: J'aime chargement…

Didaktisk design Staffan Selander reflekterar över teknikens inverkan på lärande och undervisning: Avsnitt i introduktionstexten: Didaktisk forskning och didaktik i relation till skolarbete Ett designteoretiskt perspektiv på lärande Multimodalitet Den digitala och globala utmaningen Utbildningens grundläggande uppgifter Design av lärsekvenser Förutsättningar och iscensättning Första transformationscykeln Andra transformationscykeln Ett dialogiskt och mångdimensionellt perspektiv I didaktisk design presenterar vi digitala verktyg för undervisning och lärande samt ett antal länkar med en mängd konkreta exempel från olika lärmiljöer. I den här (löp)texten kan du läsa mer om ett designteoretiskt, didaktiskt och multimodalt perspektiv på undervisning och lärande i digitala miljöer. Denna text innehåller främst reflektioner och teoretiska resonemang. Didaktisk forskning och didaktik i relation till skolarbete Till textens början Ett designteoretiskt perspektiv på lärande Till textens början Multimodalitet

4 Stages: The Integration Of Technology In Learning The 4 Stages Of The Integration Of Technology In Learning by Terry Heick For professional development around this idea or others you read about on TeachThought, contact us. Technology can be used in the learning process in a variety of ways. Some are supplementary, serving the original design of the classroom and usually automate some previously by-human task or process–grading multiple choice assessments, searching for a source of information, or sharing messages and other data across large groups. But fully integrated and embedded in the learning process, technology can be transformative–and disruptive. Scaffolding the learning of anything unfamiliar–somehow–is a way of supporting the learner and setting them up for long-term independent success. Should elementary school be stage 1, middle school stage 2, and so on? Should all learners begin a school year at stage 1 and move as far as they can towards stage 4? Can a planned learning experience be evaluated using this framework in mind?

Knowmads in Society 3.0 Remember nomads? In the pre-industrial age, nomads were people that moved with their livelihood (usually animal herding) instead of settling at a single location. Industrialization forced the settlement of many nomadic peoples… …but, something new is emerging in the 21st century: Knowmads. A knowmad is what I term a nomadic knowledge worker –that is, a creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. The coffee shop has become the workplace of choice for many knowmads. The remixing of places and social relationships is also impacting education. Who are these knowmads in Society 3.0? (To find out, click on the picture) Are you a knowmad?

Ce que le numérique change à l’enseignement du Français Ce texte a été rédigé il y a un an, suite à une intervention pour l’association des professeurs de Lettres. Ce texte a été refusé par la revue « Le Français aujourd’hui ». Il me semble nécessaire de publier cet article car il me semble compléter plusieurs autres analyses publiées récemment. Introduction Ancien enseignant de lycée professionnel (Lettres Histoire), formateur et chercheur en sciences de l’éducation, spécialisé dans les usages des TIC pour l’enseignement et la formation, mon propos vise à rendre compte au mieux de ce qui est en train de se produire sous nos yeux et que seule une analyse sereine et consciente peut nous permettre de comprendre – et surtout de maîtriser. La surface de l’écran, qu’elle soit ou non tactile, qu’elle permette ou non l’interactivité, fait désormais concurrence, à tous niveaux, à la feuille de papier. 1 – L’enseignement du français à l’heure du numérique, une diversité de questions pour un public varié 2 – Vers des formes de lecture/écriture à repenser

10 Things Every Teacher Should Know How To Do With Google Docs Google Docs is a powerful word processing tool that many schools have adopted. As it’s similar to Microsoft Word and other word processing tools, most of its features are intuitive to use. However, in addition to completing many of the functions of a traditional word processor, Google Docs provides even more capabilities that can be invaluable to educators. Share & Collaborate with Google Docs One of the most powerful features of Google Docs is that you can share and collaborate on documents with others. Sharing with individuals is relatively easy. Comments And Suggested Edits Sometimes, you don’t want to make changes on a document. Others can reply to your comments when they make changes or ask for clarification. Revision History One of my favorite tools in Google Docs is “Revision History.” Add-Ons Recently, Google released a suite of “Add-ons.” Leave Voice Comments Sometimes written comments are not enough. Research Tools Google will allow you to do research right within the document!

10 Video Projects Every Teacher Should Try Making classroom movies has gotten much easier now that cell phones, tablets and other devices feature video capabilities that are high quality and simple to use. And happily, we’ve found that students love to use video—it’s a format that they understand and that sparks their creativity. Here are ten ideas to try in your classroom today. Make a Book Trailer: Challenge students to design a movie-style trailer that excites their classmates about a must-read novel or nonfiction book. What’s the best video project you’ve ever done?

Building soft skills: Why the business community wants to invest in preschoolers A group of about 20 Christopher House preschoolers are sitting as quietly as they can in front of their teacher, Jill Peterson. She’s just asked them to put their fingers on their nose and is waiting for the group to settle down before dismissing them to play time. She reminds them what their options are today: at the art table, there’s clay. But this isn’t just ordinary play. Allen Rosales is the school’s curriculum director. “What’s math knowledge if you can’t speak up, if you can’t have a perspective, if you can’t work as a group collaboratively?” Still, as Rosales points out, those “soft” skills aren’t so soft because they’re difficult to develop. Hard skills are pretty self-explanatory: math, science and reading. Chicago businessman J.B. “Collectively, these are things we sometimes refer to as character,” said Pritzker, co-leader of The Pritkzer Group. That’s backed up by people like Nobel Prize-winning economist James Heckman at the University of Chicago.

AQUOPS 2013: 2 inspirations ! Le 31e Colloque de l’AQUOPS vient de se terminer et j’ai la tête remplie d’idées que je vais ramener dans mon milieu. Avec un choix d’environ 135 ateliers, ce colloque pouvait répondre aux goûts et aux besoins de tous les participants. Nous avions la possibilité de choisir et d’assister à environ 8 ateliers. Il est donc pratiquement impossible de faire un survol du colloque dans cet article. Je vais donc me concentrer sur 2 inspirations qui ont marqué ma présence dans ce tourbillon pédagogique et technologique. Une de ces inspirations provient directement d’un atelier et l’autre me provient d’une technologie qui est sortie dans la même semaine que l’AQUOPS. Je vais donc commencer avec cette nouvelle technologie disponible depuis la semaine de l’AQUOPS. Par contre, la création de magazines est beaucoup moins utilisée, mais le potentiel est aussi grand. Est-ce que ce serait intéressant de créer un magazine qui évolue dans le temps et qui ne possède aucun numéro ? Signing you up!

Create Surveys and Graded Quizzes with Google Drive » Teach Amazing! Written by Teach Amazing! Using Google apps such as Google Forms and Google Sheets (spreadsheet similar to Microsoft Excel) is free and easy. These tools combine to provide and excellent way to receive feedback and even distribute self-graded quizzes. As of the date of this post, Google has updated the look of Google Drive and moved things around. So, even if you have done this before make sure you read this post to find out where everything is. Step 1: Access Google Drive In your browser, navigate to drive.google.com/ and sign in to your Google account. Step 2: Create a Google Form To create a new form, which can be used as a survey or a quiz, click New > More > Google Forms. Step 3: Add Title, Description, and First Question Type a Title and Description for the Quiz.For the rest of this post we will use the word “quiz.” Step 4: Additional Questions Click Add Item to add additional questions. For each question, type a Question Title, select the Question type, and type your answer choices.

10 Creative Ways To Use Google Tools To Maximize Learning The following post was co-authored by EdTechTeacher’s Beth Holland & Tracy Sockalosky. When we think about the tools and resources that benefit all learners, certain key attributes come to mind: multiple modalities, scaffolding, communication, collaboration, and support. While there are hundreds of tools and devices available, we have found 10 strategies to maximize the learning possibilities through creative uses of All Things Google . 1. At its most basic level, Google Docs provides students with a foolproof means to access their work from any device. On a deeper level, working in shared Docs also creates an almost real-time feedback loop. Docs do not have to be used only for assessments. 2. Imagine having the ability to know your students’ comprehension level before they walk into class or immediately after you introduce a new concept. 3. What if your students could hear your thoughts as you read their work and provided input? 4. 5. 6. 7. 8. Students may or may not take notes. 9. 10.

Apprendo Ergo Sum På begäran: #flipsv och #GAFE för yngre elever i samarbete med @SwensonAnna Lånat struktur av @Askeback | Att lära för livet Vi hade en planerad hangout idag, @sarabruun3, jag och ett helt gäng som hänger på twitter och ventilerar, planerar, delar och delar och delar. Till mångas glädje. Frågan kom hur vi i de yngre åren använder Google Apps for Education – förkortat GAFE. @Askeback bloggade om 10 anledningar att använda Google och det är en bra början. En plats att samla dokument och arbeten från olika appar i iPaden. Skapa en blogg. Svenska: Läs din faktatext varje dag – flera gånger Texten finns här: Matte: Se filmen om läxan här: Matteläxa repetition additionRepetera addition på Det finns många, många fler användningsområden. Dela, dela, dela…. /Susanne

Related: