Utiliser ou intégrer les TIC Un courriel de Stéphane Lavoie me fait connaître ce tableau qui peut être utile lors de formation en lien avec l'«intégration» des TIC dans l'apprentissage des élèves. Quelle est la différence entre l’utilisation de la technologie et l’intégration de la technologie par un enseignant dans le cadre de ses activités d’enseignement? La réponse à cette question peut se trouver au travers ce tableau comparatif d’Aditi Rao pris sur Teachbytes (que j’ai librement traduit) : Tableau mis à disposition selon les termes de la licence Creative Commons By-NC-SA 3.0 Il s’agit d’une reprise de cet article. J’aime particulièrement la septième. Merci Stéphane pour la traduction! PS: Le modèle SAMR illustre, selon moi. les effets/impacts possibles de l'«intégration» des TIC dans l'apprentissage des élèves: Mise à jour 6 mai 2013: Source: Oui les TIC, mais pas tout le temps et pour tout.
One Stop Resource for Google Docs If you’re a Google Docs user, curious about Google Docs, work with Google Docs with students, and especially if you’re looking for help understanding all of the features of Google Docs, then you’ve got to bookmark MaryFran’s Google Docs Tutorials. Created as a Google Site (of course), this is a huge collection of resources, tutorials, videos, … all devoted to helping the visitor understand the ins and outs of working with Google Docs. That’s really the best description I can think of to describe this site. Navigation and use is as simple and powerful as Google Docs itself. Just select a topic of interest from the left side navigation menu and read on. Google Docs users – make sure that you bookmark this resource. Powered by Qumana Like this: Like Loading... Related OTR Links 12/16/2011 Main Page - Math Lesson and Unit Plans page divided by grade level and strand. In "Links" OTR Links 04/09/2012 OTR Links for 07/10/2011 In "Computers"
Appropriate Technology in Education | Technology for Learners Appropriate technology is transparent technhology in the classroom. Education and technology have always been strongly related. This is demonstrated by the many technologies, old and new, that are used in classrooms everyday by teachers and students alike. In her book, Teaching as a Design Science, Dana Laurillard makes the interesting observation that education does not drive technological invention. Instead, education tends to be beholden to the inventiveness of other fields such as business and leisure. There are now a wide array of different “educational” technologies available (laptops, iPads, projectors, etc.), yet very few have their origins specifically within the classroom context. Appropriate technology in an educational setting should therefore be assessed for its potential to meet educational aims. Traditionally, the concept of appropriate technology has been discussed with respect to economic development. Appropriate technology can take the form of many different tools. M.
Ways to Evaluate Educational Apps I am conducting a series of workshops in Florida and was asked to share a rubric to help teachers evaluate educational apps as part of the workshop. In 2010 Harry Walker developed a rubric, and I used his rubric (with some modifications by Kathy Schrock) as the basis for mine. (Read Harry Walker's paper Evaluating the Effectiveness of Apps for Mobile Devices.) I kept in mind that some apps are used to practice a discrete skill or present information just one time. Others are creative apps that a learner may use again and again, so it's a challenge to craft a rubric that can be used for a wide span of purposes. My rubric also emphasizes the ability to customize content or settings and how the app encourages the use of higher order thinking skills. Here's what I chose to spotlight in my rubric: Relevance The app’s focus has a strong connection to the purpose for the app and appropriate for the student Customization Feedback Student is provided specific feedback Thinking Skills Engagement Sharing
Edmodo in your Classroom Edmodo is a learning platform that is increasingly popular among teachers and educators. It is really amazing the popularity Edmodo gained within a very short time since its introduction. In my past articles here in Educational Technology and Mobile Learning, I talked about the importance of Edmodo as a tool to flip your classroom, I also emphasized, in another post, on its use as a community building platform for your class where teachers and students get to share learning resources and interact with each others. Another good thing about Edmodo ,which I like so much, is its security. The data you upload there or the materials you share are safe and you can even customize your privacy settings to grant access to only certain people. Edmodo is also one of the best means of teacher-student communication. Here is an awesome slide that features 21 ways to use Edmodo in your classroom.
Comment va votre intégration des TIC? 2 modèles à découvrir La compétence professionnelle 8 demande aux enseignants québécois « d’intégrer les TIC aux fins de préparation et de pilotage d’activités d’enseignement-apprentissage, de gestion de l’enseignement et de développement professionnel ». Au fait, où vous situez-vous? Voici deux modèles d’intégration à découvrir. Intégrer les TIC de façon efficace « ne s’apprend pas en un seul cours universitaire ou lors d’une formation professionnelle ». Pour donner une idée aux enseignants d’où ils se situent et le chemin qu’ils peuvent encore parcourir, il existe différents modèles théoriques. Le modèle de Raby Selon ce modèle, le processus est non-linéaire et des étapes peuvent être permutées ou se chevaucher, selon les motivations de l’enseignant. La matrice TIM L’Université Northern Arizona, par le biais du Arizon K12 Center, propose pour sa part une intéressante matrice d’intégration des technologies (TIM, pour Technology Integration Matrix) qui se concentre principalement sur l’utilisation en classe.
Scrapbooking fonts, alphabets, Journaling Delights and Clip Art - Lettering Delights SEI Videos Videos produced by the University of Colorado Science Education Initiative (CU-SEI) and the University of British Columbia Carl Wieman Science Education Initiative (CWSEI). Other Videos Non-SEI videos that we recommend: iBiology Scientific Teaching Video Series - active learning module (produced by iBiology.org) A collection of short videos that provides current and future undergraduate biology instructors with the rationale and tools to design and implement active learning in their classrooms, featuring biology faculty at a variety of colleges and universities. Eric Mazur shows interactive teaching A short video showing Eric Mazur (Harvard University) implementing Peer Instruction using clickers. SEI Videos licensed under a Creative Commons Attribution Non-Commercial Share-Alike license. Back to top
The 33 Digital Skills Every 21st Century Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : 1- Create and edit digital audio Here are some tools for teachers to develop this skill :Free Audio Tools for Teachers 2- Use Social bookmarking to share resources with and between learners Here are some tools for teachers to develop this skill : A List of Best Bookmarking Websites for Teachers 3- Use blogs and wikis to create online platforms for students Here are some tools for teachers to develop this skill : Great Tools to Create Protected Blogs and Webpages for your Class 4- Exploit digital images for classroom use Here are some tools for teachers to develop this skill :Web Tools to Edit Pictures without Installing any softwareTools to Convert Photos into Cartoons
vanhempien lupa oppilaan verkko-opiskeluun? Viikon pulma: Jos oppilaan tulisi tuottaa sisältöä verkkoon, tarvitaanko joka lauseeseen lupa vanhemmilta? Täytyykö oppilaiden verkkopuuhailuun saada vanhemmilta lupa? Kyllä. Somerumpu kertoo, että Opettaja-lehden välissä pari viikkoa sitten jaettu Kopiraitin Tekijänoikeuden ABC on saanut opettajat paniikkiin. Oppilaan tekemä aineisto ”Myös oppilaille syntyy tekijänoikeus tekemäänsä teokseen, jos teos ylittää teoskynnyksen. Ja nyt sitten kysymys kuuluu, että onko tilanne todella noin paha. Kopiraitin tekemä opaslehtinen on faktuaalisesti tietenkin oikein. Alakoululainen oppilas voi hyvin olla teoksen tekijä, jos hänen tuotoksensa yltää luovuudessaan riittävän korkealle. Mutta mitä se tarkoittaa, että oppilaalla on yksinoikeudet? Todetaan nyt ensin, että oikeastaan mitään ei toisen teoksella saa tehdä, ennen kuin se on tekijän luvalla julkaistu tai julkistettu. Käytännössä yllä kuvattuihin tilanteisiin harvoin pyydetään lupia. Tässä vaiheessa vastaus muuttuu odotettua pahemmaksi.