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4 Ways to Integrate Smartphones Into Your Classroom – Global Learning – Education Week
4 Ways to Integrate Smartphones Into Your Classroom – Global Learning – Education Week: I teach in a middle school, which means a student’s personal phone is their most valuable asset, at least the way they see it. I want to leverage that enthusiasm by incorporating personal devices in my daily lessons in a multitude of ways. At Ste. Genevieve Middle School, we do not allow cell phones unless the teacher deems it part of a lesson, so when my kids walk into my classroom and see that a lesson has a phone activity, anticipation soars. By expanding our toolbox to include smartphones, teachers can create exciting lessons that seamlessly transition into meaningful learning while students have fun.
The is interesting. Its just one teachers testimony about how to use smartphones inside teaching. No real evidence that it actually improve learning. But still a very interesting approach recognizing the fact that smartphones is a part of young peoples life.
Med Mia Bryngelson och Henrik Olsson 13 november kl 15:00 – Eftermiddag i P4 Stockholm | Sveriges Radio
Med Mia Bryngelson och Henrik Olsson 13 november kl 15:00 – Eftermiddag i P4 Stockholm | Sveriges Radio: Intervjuas om skolans digitalisering i dagens Eftermiddag i P4 Stockholm. Utgångspunkten för intervjun var att de sett att det brister i likvärdighet mellan skolor i länet när det gäller digitaliseringen. Intervjun börjar 1.03.10 in i programmet.
Skolverket beskriver den digitala kompetensen utifrån fyra aspekter
Förstå hur digitalisering påverkar individer och samhälle
Använda och förstå digital teknik
Förhålla sig till medier och information på ett kritiskt och ansvarsfullt sätt
Lösa problem och omsätta idéer i handling på ett kreativt sätt med användning av digital teknik.
Och för alla lärare gäller att
Läraren ska organisera och genomföra arbetet så att eleven
får använda digitala verktyg på ett sätt som främjar kunskapsutveckling
How to interpret results (ICT impact on results in School)
There is an ongoing discussion to what extent the use of digital tools and resources contribute to better academic results in schools. Recently I heard Sølvi Lillejord refer to the report A systematic mapping of the effekts of ICT on learning outcomes from the Knowledge Centre for Education, The Research Council of Norway saying that they found no evidence. To my recollection that was not the case so I checked. This is from the summary:
”While few studies document convincing effects of ICT on students’ learning outcome, an analysis across studies shows a consistent, but small positive impact from the use of ICT in classroom settings. Although some research has reported large Effect Sizes (ES) (>> +2,0) from novel technology implementations, the more rigorous meta-analyses of large scale randomized control studies, consistently reports ES’s in the range of +0,1 to +0,3. The most important finding being that the highest ES’s from such comprehensive and rigorous analyses are associated with studies where ICT has been implemented as a planned part of a comprehensive teaching environment with clear goals, teaching plans, teaching materials, supporting technical resources, teacher training and development. In such a context the improvements associated with ICT in education are to be viewed as part of a broader improvement in the educational environment and not just as a single technology.”
It’s interesting to try to figure out why people choose to present findings in different ways. Some actually draw very general conclusions out of very limited studies or dont take into account the content or context of the study. To me it is obvious that one have to be careful especially as this field changes. It is just a couple of years since the technology itself was not that useful and accessible.
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