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2013-horizon-report-k12.pdf

2013-horizon-report-k12.pdf
Related:  Intégration TICTechnology in the Classroom

Intégrer les TIC dans l'activité enseignante Les dix articles du volume sont regroupés en cinq parties. 1) Conceptions pédagogiques, rapports aux savoirs et transformation des pratiques médiatiques en contexte scolaire Les pratiques médiatiques de l’enseignant au cœur des situations de formation Séraphin Alava (Université Toulouse le Mirail) À partir des recherches conduites au sein de dispositifs de formation ouverts ou à distance, l’auteur propose de définir les conduites médiatiques de l’enseignant. Il insiste sur les nouvelles modalités de formation en ligne de même que sur l’apparition des campus numériques et il s’intéresse également aux problèmes méthodologiques et de recherche soulevés par cette approche médiatique de l’acte d’enseigner. Être branché, un atout important pour faire son entrée dans la profession enseignante Thérèse Nault et Geneviève Nault (UQAM) Les auteurs s’intéressent à la question du soutien à l’insertion professionnelle d’enseignants novices.

EdofICTJSSALC - SAMR & teaching with iPads Technology and the Horizon Report Time-to-Adoption Horizon: One Year or LessMobiles and AppsTablet ComputingTime-to-Adoption Horizon: Two to Three YearsGame-Based LearningPersonal Learning EnvironmentsTime-to-Adoption Horizon: Four to Five YearsAugmented RealityNatural User Interfaces Source: The New Media Consortium 2012 NMC Horizon Project Preview 2012 K-12 SAMR Diigo in Learning Why the ipad? Building Upon SAMR The slides from my presentations in Brisbane, Adelaide, Melbourne, Sydney, and Perth are now online:Building Upon SAMRI have also uploaded the slides from my workshop on SAMR ladder design:SAMR: Thoughts for DesignMy thanks to everyone who attended the sessions - you've given me a wonderful welcome to Australia! Resources

Twelve learning technologies with big education potential By Laura Devaney, Managing Editor, @eSN_Laura Read more by Laura Devaney May 22nd, 2013 Learning technologies that will become widespread and widely-implemented in a year or less: 1. Bring your own device initiatives 2. Cloud computing 3. Mobile learning 4. Online learning Technologies and practices that have the potential to change teaching and learning, but that are two or three years from popular practice, include: 5. Four or five years down the line, learning technologies that may dramatically influence education include: 9. 3D printing 10. Several key factors are driving technology trends: Key challenges include: Ongoing professional development needs to be valued and integrated. The report is produced by the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education.

Innovation Design In Education - ASIDE Mobile Learning Publications UNESCO Mobile Learning Publications Today there are over six billion mobile phone subscriptions worldwide, and for every one person who accesses the internet from a computer two do so from a mobile device. Given the ubiquity and rapidly expanding functionality of mobile technologies, UNESCO is enthusiastic about their potential to improve and facilitate learning, particularly in communities where educational opportunities are scarce. This Working Paper Series scans the globe to illuminate the ways in which mobile technologies can be used to support the United Nations Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and make learning more accessible, equitable, personalized and flexible for students everywhere. UNESCO Policy Guidelines for Mobile Learning Illustrative Initiatives and Policy Implications Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice Mobile Reading Back to top

Intégration des TIC 1 Modèles Il existe plusieurs modèles portant sur l'intégration des TIC. Quelques auteurs ont proposé des modèles traçant les étapes que traversent habituellement les enseignants lors de l’incorporation des TIC à leur enseignement. Moersch (1995, 2001) a développé un outil de mesure - Levels Of Technology Implementation (LoTi) - pour évaluer le niveau d’implantation des TIC en classe par les enseignants. Le niveau zéro représente la non-utilisation, étape durant laquelle l’enseignant perçoit le manque d’accessibilité et de temps comme des freins à l’utilisation des TIC.Le niveau suivant, celui de la sensibilisation, peut être vécu différemment par chaque enseignant. pour identifier et résoudre des problèmes réels liés à un thème central ou à un concept. Le niveau de l’intégration est, dans le modèle révisé (Moersch, 2001), divisé en deux sous-niveaux : intégration mécaniqueintégration routinière 2 Instruments de mesure 3 Références Coen, PF. Depover, C.

The SAMR Model - From theory to practice Last month, while at the Apple Education Leadership Conference, I went to a presentation about the SAMR model. This weekend the IT department went on a retreat to our school's chalet in the Alps and one of the issues we were considering was how to raise the level of technology from enhancing the curriculum to transforming the curriculum. Often we attend planning meetings where teachers suggest using technology in a way that is merely enhancing what they are doing (the S and A in the model) - we have decided that if they want to do that they should book the lab themselves and do these activities, the ones shown in blue on the above diagram - and that this will free us up as IT teachers to go into the classrooms to concentrate more on the M and R to transform the learning experience (shown in pink on the diagram). We have discussed just what skills the teachers will need to take on this new role. Our ultimate goal, of course is redefinition.

10 ed-tech tools of the 70s, 80s, and 90s By Meris Stansbury, Associate Editor Read more by Meris Stansbury May 10th, 2013 We don’t know about you, but sometimes the eSchool News editors are amazed to hear about the ed-tech students use to learn in schools these days: mobile gaming apps, 3D printing, and robots? Many of the editors still remember the prestige of walking to the front of the class and writing on the chalkboard with colored chalk. To celebrate technologies of the past, the editors of eSchool News have compiled a list of the education technologies we and our teachers used back in the day–you know, before the internet even existed. Can you think of an ed-tech tool not on the list? (Next page: Ed-tech of the 70s, 80s, and 90s)

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