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Technology does not equal innovation, but using technology is often crucial to innovation. – The Principal of Change. Lately I have been doing things a little different in my workshops. Instead of slowing down and showing step-by-step every little thing that I am doing with technology, I am purposefully going fast and showing people the speed of how quickly I can get things done amazingly well with the technology. I talked about this recently in my post titled, “Spoon-Fed Learning”, and we far too often make others dependent upon us to learn. If I show you that what I am doing is truly valuable, many people will feel compelled to learn it on their own.

I have noticed this during my workshops when I watch people sign up for twitter accounts on their own, but I never once tell them to do so. Yet technology does not equate to innovation. But you still see so many districts and schools go out and buy one-to-one devices for their students, not because it is going to be beneficial, but because they feel the pressure from the district across the way. ‘Our Technology Is Our Ideology’: George Siemens on the Future of Digital Learning.

What does it mean to be human in a digital age? Some people researching education technology might not spend their days wondering how their work fits into this existential question—but George Siemens isn’t "some people. " “Maybe my mama hugged me extra when I was a baby.” That’s his explanation for how he thinks about the role of education in the 21st century. A researcher, theorist, educator, Siemens is the digital learning guy.

Siemens’ work is on the cutting edge of what’s possible in digital learning, but he doesn’t want to discuss the latest fads in education technology. “Our technology is our ideology,” Siemens says. Rise of the robots Siemens has both an academic and an industry perspective on digital learning. Siemens also serves on the advisory board of learning analytics company Civitas Learning and is a mentor to startups in Intel’s Education Accelerator. The kind of knowledge that humans need to function in society looks different than it did during the Industrial Revolution. Designing learning spaces for a mobile era. The movement towards mobile computing is a great opportunity to rethink our relationship with technology and our relationship to digital and physical spaces.

Computing and connectivity are no longer just personal, they’re increasingly pervasive. The shift from the immobility of PCs to the mobility of tablets and smartphones allows digital space to interact with material space, both in and out of the classroom, in entirely new ways. At British Study Centres in Oxford, where I work, this was an important consideration in our decision to integrate mobile technology into the everyday practice of language teaching. We wanted to create learning spaces configured for doing, in which the elements of the environment would facilitate a multiplicity of interactive possibilities between learners, technology, teachers and course content.

Places where instruction, social interaction and digital media could be woven together flexibly and seamlessly. Computer Rooms and the Rhetorics of Space Like this: Diverse Approaches to Developing and Implementing Competency based ICT Training for Teachers A Case Study KFIT2. Beginners' guide to using technology in language lessons | Teacher Network | Guardian Professional. Blogging This is a fantastic way for pupils to share and celebrate their learning but a blog does need an audience to keep it alive for pupils. A teacher can set up a class blog with individual student pages and it is incredibly easy to do and manage and allows the pupils chance to write exclusively in the language they have been learning.

As the teacher you will probably need to populate the blog with articles to get the ball rolling and the pupils engaged but once they get the hang of it not only will they be leaving comments but also writing their own posts too. The British Council has a simple guide for setting up a class blog. To take blogging one step further, think about joining a collaborative project like Quadblogging. Wiki A variation on the blogging theme is to set up a class wiki. Podcasting It is really simple to record a podcast, all you need is some kind of computer with the ability to record (most smartphones can do this now) and some recording software. QR codes. Digital education — Schools firms starting to integrate tablet technology into classrooms. Digital education — Schools, firms starting to integrate tablet technology into classrooms By Associated Press Writer JOHNS CREEK — Time is up for the 13 students in Stephanee Stephens’ eighth-grade Spanish class.

For the last few minutes they’ve been conjugating verbs, each typing away on a small tablet when a message pops up on the screen: “Eyes on the Teacher.” Stephens, with tablet in hand, asks for “voluntarios o victimas” to come up front, plug their tablet into a projector and share their answers. This is the classroom of the future. The group at Autrey Mill Middle School in suburban Atlanta is part of a pilot project launched this spring by Amplify, News Corp.’s education technology company, which has tablets in the hands of about 2,500 students at 12 schools across the country including two in Georgia.

“You saw in class today, the people that were working the hardest were the kids,” said Jimmy Zoll, principal at the Fulton County public school. Are language teachers leading the way with education technology? | Teacher Network | Guardian Professional. As more and more schools invest in mobile technologies, such as iPads, a common question on language fora is "can anyone recommend a good list of apps for language learning? " My typical response is to suggest a range of generic apps for creating multimedia content (audio, video, animation, ebooks, cartoons and so on) which promote productive skills of speaking and writing, higher-order thinking and that allow pupils to publish the results to a real audience.

Researching good apps and web tools takes time and keeping up to date with the latest innovations in educational technology is not a priority for some. For others, using authentic materials or web tools is an essential part of their practice to make their lessons as relevant and pedagogically purposeful as possible. The 'MFLtwitterati' – a grassroots community of UK-based modern foreign language teachers on Twitter – has proved to be an invaluable testbed for ideas on using new technologies. Assessment and ICT. Learning and Technology are Better Together. I can’t remember what event or forum I was at where I heard this but the facilitator asked the group “what do you teach?” And each teacher shared what they teach… “I teach English”, “I teach Math”, “I teach PE”, “I teach grade 5”, etc. The facilitator than asked “Don’t you teach students?”. Profoundly, teaching isn’t the goal, learning is. I think we lose focus of this at times.

In my travels through Vancouver schools, I hear a lot about the barriers to using technology: networks are slow and unreliable, no wireless access, not nearly enough access to useful digital learning tools (computers, tablets, handhelds) for kids or teachers, not enough technical support. As part of removing barriers, we will transform our infrastructure to a utility grade “invisible” support where there is always enough and it’s always on – just like oxygen. So, barriers being removed, what then? Mediums such as video, audio, pictures, and 3D virtual learning worlds. Precious learning time. Flickr%2520-%2520langwitches%2520-%2520media%2520fluency%2520-%25205603703139%255B4%255D.jpg (image)

The Four Stages Of The Self-Directed Learning Model. Four Stages Of A Self-Directed Learning Model by TeachThought Staff Self-Directed Learning is not new, but is perhaps misunderstood. Studied in terms of adult education and vocation for years, self-directed learning is increasing in popularity for a variety of reasons, including growing dissatisfaction with public schooling, and the rich formal and informal learning materials available online. This is the “age of information” after all. Self-directed learning is one response, something slideshare user Barbara Stokes captures in this chart, based on the model by Gerald Grow. The four stages–very similar to the gradual release of responsibility model–appear below. The Four Stages Of The Self-Directed Learning Model Learner Teacher Stage 1 Dependent Authority, Coach Stage 2: Interested Motivator, Guide Stage 3: Involved Facilitator Stage 4: Self-Directed Consultant, Delegator.

Theories of Teaching and Learning: The Staged Self-Directed Learnin... Evaluating Learner Autonomy: A Dynamic Model with Descriptors | SiSAL Journal. Maria Giovanna Tassinari, Freie Universität Berlin, Germany Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. Studies in Self-Access Learning Journal, 3(1), 24-40. Download paginated PDF version Abstract Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy.

The model ( has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. Keywords: learner autonomy, self-assessment, evaluation, awareness raising, advising, self-access What are the aims of language learning advising for learner autonomy? But how can this be tangibly achieved? The aims of this paper are to describe the dynamic model and to illustrate how it can be used in language advising.

The Context and the Methodology of my Investigation Figure 1. Figure 2. Canvas by Instructure. A Web 2.0 Class. Christopher Columbus was wrong when he reported to the King and Queen that the world is round. In fact, the world is flat and so are many of our classrooms in this great nation. For years, students learned within the parameters of a building, which then separated them into rooms. Students would attend class daily and the teacher would present the daily lesson. This is how a school day has progressed for years. And in many US classrooms, it still does.

However, this not the case in three high schools in Iowa, Pennsylvania, and Massachusetts. Students in Van Meter, Iowa, Burlington, Massachusetts, and Philadelphia, Pennsylvania are experiencing education in a new room. A Flat Classroom Last year Mrs. The Virtual Classroom The class is designed to teach Web 2.0 skills, digital citizenship, personal network building, and social media responsibility and practice. The critic in all of us may say this is simply using the tools and distracting from learning. The Role of the Teacher Mr. Elluminate. Edmodo. Bloom’s Taxonomy: Bloomin’ Peacock. Tomorrow I am doing a training on the Treasures Supplement that I created over the summer. Most of the supplemental suggestions fall into the bottom two tiers of Bloom’s Taxonomy (Remember and Understand).

I want to show teachers that just because these activities help students practice basic skills and remember and understand, there are SO many more options that will reach the higher levels of Bloom’s Taxonomy! I created the Bloomin’ Peacock to show teachers the Blooms Taxonomy break down and the Bloomin’ digital Peacock that shows how the digital tools in the supplement break down. Below are the tools listed in my Bloomin’ Digital Peacock Bloomin' Digital Peacock Remember: BBC Skillwise- Spelling City- Starfall- Discovery Streaming- Lexipedia- YouTube- Gamegoo- PBS Kids- Apply:

E-Learning Social.