With a team of 7, we developed interactive exercises for the course of Educational Technologies. We used HotPotatoes as main tool and further shared our product on PointCarre2.
The exercises are based on the course curriculum, course syllabus and course textbooks. Further Wikis, blogs, and sites were consulted.
Our aim was to give the Educational Technology students to assess their knowledge before and after course. To give then a motivation to change their practices by using the tools they are to discover by doing the tests.
For making our collaboration successfull we had conferences in Skype, and most of the time worked in Google.docs.
Is it possible to
teach coding already to primary school children? In Estonia it is. The small
country, which is known for their high technology progress has recently
implemented a new program for their pupils. The program is called „ProgreTigre“
and was first of al introduced as a pilot in twenty primary schools. Teachers have
been trained and together with external experts they teach coding to their
students.
The children start
to learn coding already at the age of seven years. For the youngest children,
the code teaching is not only focused on the programming languages themselves.
It is also focused to teach the logical ideas behind programming languages like
java and supports the idea that children learn early how to use technology in a
smart way. “The aim of the Tiger Leap Foundation
is to foster pupils’ interest towards science and help them acquire the skills
for using modern technology wisely in the course of their studies”( Tiger Leap
Foundation, 2012).
“Totally Words“ is a software that teaches children
and adults with Down’s syndrome (and other learning difficulties) to learn
letters and words and finally reading.The parents of a girl with Down’s syndrome
developed this program. This active software is very useful tool for special
needs children, because the best way for them to learn is when they can see,
try and explore the learning task on their own.With an early, intensive support, some of
this children have the capacity to read later on a very high level. A problem
in from the past and unfortunately in many areas still today is, that persons
with Down’s syndrome do not get enough input to develop their full capacities.
That is why a software, like “Totally Words” is so important. It offers with
simple software a way of support and learning for the children, not only in developed
countries, but also in areas, where the schooling system is still struggling in
dealing with persons who have Down’s syndrome.
Totally Words is available in a free trial
version and in a full version.
There are three different levels of
difficulty (Beginner, Intermediate and Advanced level). The two beginner
versions teach easy words in form of a puzzle. In the picture word- matching
software the learners has to find the right word according to the picture
above. In the word word-matching version the learner has to find the same word
in the puzzle as shown above. It works pretty much like memory. So that the
learners actually playing a game, while they are learning. The more advanced
versions contain more words and slightly different ways of solving the task.
But all of them support learning in a playful way. Pros/ Cons In my opinion it is important to use ICT especially for children with special needs, like Trisomy 21. Software developed by parents can have the benefit, that it might be exactly tailored for the specific needs of a child with a certain special need.On the other hand the software might be less advanced and with flauws, due to missing computer skills of the parents. As we can see in the example of "Totally Words" , the software looks pretty basic (that alone does not has to be a disadvantage). A big disadvantage for the program is that only the trial version is for free and the full version has to be bought. As alternative programs I would like to mention the following two webpages. There you can find a lot of free learning software. Unfortunately are this websites less about learning words and getting the capacities to read. They offer more a wider range of playing activities,videos,radio,etc... That can be motivating to practice other skills, like getting to know the different colours (see next video). cbeebies (page where you dont have to register)
"Bring Your Own Device" initiatives are relatively new in education, as ushering classrooms into 21th century is an expensive undertaking. As the budget cuts, school can not afford the money of purchasing iPod Touches, Kiddles and other devices.In this case, students are asking to bring their own device to school.Over the past years, BYOD or BYOT(Bring Your Own Technology) programs have been piloted in several states in the USA.
During the initiative years, the use of classroom computers have been increased as students and teachers need the support of computers that small devices cannot afford.To address the security, district officials have set up a separate BODY network that is blocked from more secure areas. In most BODY pilot programs, students are suppose to sign some kinds of agreements to only use their devices during class time for specific tasks.
Supporters argue that students are more involved and attained and well behaved when they are encouraged to use their own devices.However, this pilot program still meets its challenges. The first challenge is how to solve equity issues of haves and have-nots. Even though students who do not have their devices can use the school computers, this can also cause the conflicts over symbols of affluence. And for students from those rural area or poverty schools will fall far behind, due to this program. Next challenge is that not all teachers are technology experts, as students may meet some difficulties with their own technology, and teachers are the first one they can seek help from in class.In this case, teachers are suppose to know well about the devices students bring to school, which is impossible. Third one is how can school assure that students are using their technology for study rather than for entertainment, although they sign some agreements.
"This paper
describes a simple, cost-effective and files size efficient method for
producing video podcasts combining lecture slides and audio without a
requirement for any specialist software from" (Copley, 2007, p. 387). First, Jonathan Copley, 2007 used audio and video podcasts of lectures for campus-based students about production and evaluation of student use, by conducting a research in university. "The results from a
pilot scheme delivering supplementary lecture materials as audio and video
podcasts are also presented, including data on download patterns and responses
to a survey of students on podcast use."(Copley, 2007, p. 387). The students were exited with the use of podcasting in lectures.
Description
"A podcast is a media file that is distributed
over the Internet for playback on personal computers (PCs) and portable media
players. Podcasting refers to the distribution
of media files by syndication feeds, through which new files are automatically
downloaded to subscribers, but media files downloaded manually from the
Internet are also generally referred to as podcasts."(Copley, 2007, p. 387). "The term ‘podcasting’
derives from Apple’s iPod portable music player and was first proposed by
journalist Ben Hammersley on 12 February 2004 to describe listening to audio
files on a portable media player." (Hammersley, 2004, p. 387).
During the first semester of 2006/7, Jonathan
Copley produced audio and video podcasts of 18 lectures for two first-year
undergraduate and two fourth-year undergraduate/Masters-level marine science courses
at the University
of Southampton. "The
podcasts were made available to students via the Blackboard Academic Suite(http://www.blackboard.com), an online resource management system." (Copley, 2007, p. 388). After research students complete a questionairre through the Blackboard.
The results showed that many students had positive experiences. Also, a small percent of students said that they don't want only podcast lectures. Also, "students expressed a desire for such ‘stand-alone’
podcast materials, for example to provide briefings for assignments and
revision summaries." (Copley, 2007, p. 398).
Concluding Comments
Podcasting is a challenge in education. The use
of podcasting is significant during the lecture process and interesting for
students in class. This new approach of lectures can lead to an innovation of
lecture processing in education and help the students in their everyday
activities. Teacher have many benefits from the podcasting. They can use this in order to continue the
professional education.
Also, podcasting is beneficial for students. Thay can use podcasts by listening to them as part of class
research or if they missed from lectures or in order to create their own podcasts. However,
teacher have the possibility to use the parental control feature to prevent student from
downloading explicit material.
Copley, J.
(2007). Audio and video podcasts of lectures for campus-based students:
production and evaluation of student use. Journal
of Innovations in Education and Teaching International, 44(4), 387–399
Constructivism is
the learning theory that knowledge comes when we tie a new concept to prior
experiences i.e. what we already know is connected to new knowledge and allow
us to expand our own thinking. “Constructivism is a philosophy of learning
founded on the premise that, by reflecting on our experiences we construct our
own understanding of the world we live in” (Ganatra, 2012).
Sometimes, the new idea is added to the previous knowledge, while other times
it adjusts the existing ideas which no longer operate in the current context.
In
the classroom, problem-based learning and inquiry-based learning are some of
exemplary activities through which constructivist teachers help students to
formulate and test their ideas, draw conclusions and inferences as well as
convey their knowledge in a collaborative learning environment (Abida & Muhammad, 2012).
Constructivism transforms the student from receiving information passively to
an actively participating in the learning process. Abida & Muhammad (2012) conducted a research to compare instructional Module based on constructivist
approach with the traditional method in teacher Education at Science College
township campus, University of Education, Lahore. The findings
proved that constructivist group indicated a high level of satisfaction, and
increased student participation. Students were more willing to volunteer
answers and ask questions of the instructor in order to clarify material, and
team discussions resulted in many new points being introduced.
Base
on constructivism theory, (Ganatra, 2012)
indicate the in-depth meanings of learning
in Constructivist classroom including constructive, active, reflective,
collaborative, inquiry-based and evolving. In the age of information,
constructivism and technology are working hand-in-hand together to produce a
better students’ understanding or learning outcome. To understand the potential
of technology implementation in enhancing the teaching-learning process, the
impact of constructivism on classroom practices has been studied by many
researchers (Black & McClintock, 1995). The first strength of technology is
facilitating collaboration, one of the typical traits of constructivism (Ganatra, 2012).
A relevant evidence for this point is the project in the course EducationalTechnology we are striving to construct a new, original didactical concept
with the use of educational technologies. Apparently, collaboration is highly
enhanced since each group member attempted to make valuable contributions to
the fulfillment of the project. After gathering all the ideas for possible
solutions, all members would give comments on other suggestions which can be
considered as the constructive stage of learning process. Additionally,
learning becomes truly active as the advancement of a world-wide network would
allow learners to have access to information from around the world. This
abundance of easily-accessible information stimulates learners to explore
virtually any inquiries which are also an essential requirement of
constructivism. Finally, instant messaging, blogs and countless
technological tools are being used to create online learning environment in
which students can communicate, discuss and improve their critical thinking.
To
have a more sophisticated picture of Constructivism, please watch the following
video
So,
how can educators make use of technology to enhance constructivism in the
classroom? Here are some technological tools to create the content which teachers
can use to design Constructivist Instructional settings to stimulate student’s
motivation as well as to enhance their learning outcomes.
Clickers are no more than devices that can make sound or be used to train animals. These days clickers are used in university classrooms as an effective way of interactive teaching.These clickers can be used to anonymously and rapidly collect an answer from individual student and reflect the results to the professor. A small, portable receiving station is placed in the front of the class to collect and record student responses.This video shows briefly how to use student response systems in a classroom.
Clickers give faculty the capability to adjust their instruction according to students reactions and answers collected by the them. And these answers can be stores in a database and be displayed in histogram,charts and graphs which can help instructors adjust their later course design. Not only instructors like clickers,but the response from students towards clickers are also positive. Students think that clickers can stimulate their involvement in class.
Wetzel(2009) proposed 10 strategies for using clickers to engage students involvement.1 clicker assignment means each student has a clicker to ensure studentsresponsibility.2 keep the question and answer short can help students read and response quickly.3 Limit the options of answer, as many options can slow down students reactions.4 Integrate questions periodically during lessons can let students focus their attention.5 Keep voting simple can avoid lengthyexplanation, and reduce explanation time. 6.Think-pair-share means that students answer question on clickers and then they have a discussion after reaching the consensus they answer questions again through PRS.7 Stations. This strategy help students keep their attention on tasks by asking them to use time wisely.8 Test review 9 Per-and post-test 10 Do not overuse PRS.
PRS is an ideal strategy of engage students involvement in class. However, in my opinion, the use of clickers can be confined to the course. For math and science course, clickers can be fully used and can work effectively. For courses like literature the use of PRS can be limited, as the answers to the questions proposed in literature course can be various based on personal views, and these problems have no right answers only reasonable ones.
If you were asked to name the most important innovation in
transportation over the last 200 years, you might say the combustion engine,
air travel, Henry Ford’s Model-T production line or even the bicycle. The list
goes on.
Now
answer this one: What’s been the single biggest innovation in education?
Don’t worry if you come up blank. You’re supposed to. The question is a
gambit used by Anant Agarwal, the computer scientist named this year to head
edX, a $60 million MIT-Harvard effort to stream a college education over the
web, free, to anyone who wants one. His point: It’s rare to see major
technological advances in how people learn. Agarwal believes that education is about to change dramatically. The reason is the power of the web and its associated
data-crunching technologies. Thanks to these changes, it’s now possible to
stream video classes with sophisticated interactive elements, and researchers
can scoop up student data that could help them make teaching more effective. The technology is powerful, fairly cheap and global
in its reach.EdX has said it hopes to teach a billion students.
Online education isn’t new—in the United States more than 700,000
students now study in full-time “distance learning” programs. What’s different
is the scale of technology being applied by leaders who mix high-minded goals
with sharp-elbowed, low-priced Internet business models.
In the stories that are included in this month’s business report, MIT Technology Review, the impact of free online education, is analyzing,
particularly the “massive open online courses,” or MOOCs, offered by new
education ventures like edX, Coursera, and Udacity, to name the most prominent
Some thoughts…
There
is no doubt that education nowadays changes dramatically. All we agree that the
impact of new technologies is powerfulinserting certain changes. Stream video classes, online education,
distance learningin addition to low
cost and its globalism makes education a very powerful tool in people’s hands.
But can it really replace the “face-to-face”
contact?
Can a
pc replace a professor?
Can
we trust new technologies and if so to what extent ?
Mobile
phones have rapidly been absorbed into the fabric of our day-to-day
lives. They are now a key consumer item, a symbol of social capital and
they connect their users to a mobile web with multiple applications. Mobile learning is a relatively new
phenomenon and the theoretical basis is currently under development. Kearney (2012) presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalization, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning
projects located in teacher education communities: "Mobagogy", a
project in which faculty staff in an Australian university developed
understanding of mobile learning; and
"The Bird in the Hand Project", which explored the use of smartphones by
student teachers and their mentors in the United Kingdom. The framework
is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective. Cognizant of the research gap in the theorization of mobilelearning, Sha et. al., (2012) in their paper conceptually explores how the theories and methodology of self-regulated learning
(SRL), an active area in contemporary educational psychology, are
inherently suited to address the issues originating from the defining
characteristics of mobilelearning: enabling student-centred, personal, and ubiquitous learning.
These characteristics provide some of the conditions for learners to
learn anywhere and anytime, and thus, entail learners to be motivated
and to be able to self-regulate their own learning. They propose an analytic SRL model of mobilelearning as a conceptual framework for understanding mobilelearning,
in which the notion of self-regulation as agency is at the core. The dominant view that mobiles have no place in the
classroom has recently been contested by educators, such as Parry, who
suggest that mobile learning, and the literacies involved, should play
an important role in education (Merchant, 2012). He argues for a more nuanced
view of mobile technology,
one that focuses on everyday social practices as a way of understanding
the relationship between mobiles and learning. Using practice theory as a
starting point, he suggests a way of mapping everyday mobile practices on
to educational activity to
illustrate potential areas for innovation and evaluation.
A common issue among students' responses toward this type of learning concerns the pitfalls of mobile devices, including small screen, limited input options, and low computational power. As a result, mobile devices are not always perceived by students as beneficial tools for their learning. Such perception undermines the use of mobile devices in learning and dampens teachers' interest in adopting mobilelearning. (Ting, 2012).
Ting provides a different view of mobile devices' pitfalls in learning and suggests that, relying unappropriate design, these pitfalls can be overcome to embrace a broader spectrum of mobilelearning practice designs.
Robots as Educational and Therapeutic 'toys' for Autistic Children
SUMMARY
There are currently a number of projects attempting to understand and enhance the ability for autistic children to learn and socialise in and outside of the classroom with the use of technology, robots to be more specific. These projects have stemmed in Japan, the U.S, Canada and the U.K. In Hertfordshire for instance 'several robots are being used by the university in schools to explore ways of teaching profoundly autistic children social and communication skills'(Byrne 2011, Burns 2012). Kids with autism are affected usually in their development of communication and social interaction. The use of the robots therefore allows 'socialisation' to be more predictable and to an extent less frightening for the child. "The robots have no emotion, so autistic children find them less threatening than their teachers and easier to engage with"(Ian Lowe - Burns 2012)
An experts explanation on robots and their value for autistic children
The AuRoRa Project 'studies if and how robots can become a "toy" that might serve an educational or therapeutic role for children with autism' (Aurora, 2012) . It is a project supported by the University of Hertfordshire looking at a variety of robots and methods to assist special needs children through 'Robot Assisted Play' through the facilitation of social skills in 'turn-taking and imitation, in addition to general communication and interaction skills that are required in human-human contact'. Under this project and others worldwide a number of studies have been conducted to study a variation of different areas in which these robots can help and if this is a significant addition(Dautenhahn & Werry, 2004, Robins et al., 2004)can assist autistic children:
1.Robins, Dautenhahn, Dickerson and Stribling (2004) importantly highlight through their investigation 'that a robot can serve as a ‘social mediator’, an object and focus of attention and joint attention, that children with autism use to communicate with other people'(Robins et al., 2004)
2. A more general view of 'particular challenges and issues involved in developing interactive robotic systems as therapeutic teaching devices for children with autism'. Dautenhahn and Werry (2004) 'specifically address issues relevant to the AuRoRa project, which studies the possible role of autonomous, mobile robots as therapeutic tools for children with autism' while analysing relevant theories that initially were used to inform the Aurora project, 'the context of socially intelligent agents and interactive environments' (Dautenhahn & Werry, 2004).
A look at Kaspar the Robot (part of the Aurora project)
THOUGHTS ON THE TOPIC
The same as any toy? Some toys have demonstrated similar assistance for learning in autistic children but 'The robot’s autonomy, and the fact that it never reproduces exactly the same behaviour but rather variations of behaviours might have played a role in these results' (Robins et al., 2004). Additionally, the robots prove valuable in numerous studies allowing these autistic kids some form of social interaction.
The dangers? Perhaps we should equally be aware that these robots although helping may further isolate the autistic child, therefore robots could be used but not too heavily relied upon. Dr. Abigael San (clinical psychologist in London and spokeswoman for the British Psychological Society)"We don't want children with autism to get too used to playing with robots," she said. "Ultimately, they need to be able to relate to other people."
All in all though the studies look positive these robots being a relatively new concept, it can be understood that more time is needed to see if they truly benefit the child, beyond just the 'toy' approach as well as their possible dangers in isolation. More independent assessments would help quantify and value the usefulness of these robots as well as possible longitudinal studies demonstrating if these changes assist the autistic child on the longterm.
REFERENCES
>AuRoRa Project: site link 2012: http://www.aurora-project.com/>Ben Robins, Kerstin Dautenhahn, Paul Dickerson and Penny Stribling (2004)“Robot-mediated joint attention in children with autism: A case study in robot-human interaction”. Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems.Interaction Studies5:2, 161–198. >Josh Wainer, Kerstin Dautenhahn, Ben Robins, Farshid Amirabdollahian (2010) Collaborating with Kaspar: Using an Autonomous Humanoid Robot to Foster Cooperative Dyadic Play among Children with Autism, Proc. 2010 IEEE-RAS International Conference on Humanoid Robots, December 6-8, 2010, Sheraton Nashville Downtown, Nashville, TN, USA, pp. 631-638 >Judith Burns(8 November 2012 Last updated at 13:33 GMT)BBC News education reporter Robots in the classroom help autistic children learn: http://www.bbc.co.uk/news/education-20252593>Kaspar (making and background) University of Hertfordshire: http://www.kaspar.herts.ac.uk/kaspar/introduction/kaspar-in-academia.htm >Patrick Byrne (25 December 2011 Last updated at 10:00 GMT)BBC News, East of England: Robot at Hertfordshire University aids autistic children: http://www.bbc.co.uk/news/uk-england-beds-bucks-herts-16261057
=================================================================== What the future of education could be in our network society ? What the future of education holds ? These two key questions are answered in this video by professionals and educators who present their views and experience
Digital schools
Distance learning
High Quality offered in low budget
Availability of knowledge
Equality
Are some of the advantages of the learning engangements in a techological era Nevertheless, no system can replace the contribution and role of educators... ===================================================================
