Presentació

formació16

Ens preguntem quin ús en fem de la tecnologia i per a què la incorporem a les nostres classes.

Plantegem una activitat en la que no fem ús de cap  tecnologia (A) i una altra per la qual sí que ens ajudarem de la tecnologia (B). I compararem què ens aporta i quines són les diferències entre elles.

A) Agafa una targeta de color segons el que hagis votat i seu en una taula on els companys tinguin targetes de color diferent al teu per trobar respostes a la pregunta més avall :

Verd fosc: molt present

Verd fluix: bastant present

Rosa: escassa

Vermell: absent

B)Visita la pàgina "Todaysmeet.com/formacio16" i dóna la teva opinió sobre la pregunta que es formula.

Que hi diuen els que en saben?

Entre aquells entesos que  es manifesten sobre l'ús de les noves tecnologies com a transformadores dels processos d'ensenyament i aprenentatge. 

• Totalment a favor: Sugatra Mitra i el experiment "A hole in the wall" clica aquí
• Els crítics: Clifford Nass sobre els efectes de multitasking al cervell i Nicholas Carr en parla en el seu llibre the Shallows

Abans de triar qualsevol tecnologia cal tenir molt clar  el Propòsit de l'activitat. Aquí aplicarem els nostres principis pedagògics (Teacher cognition).

Avaluació segons¨

1. Model SAMR
2. Taxonomia de BLOOM

Cal plantejar-se què volem aconseguir? (alguna de les 4 C? critical thinking, collaboration, creativty, communication) Quin és el millor mitjà per fer-ho? Alguna de les tecnologies que conéixem ens hi ajuda? En quin lloc dels  diagrames de models de SAMR i la taxonomia de Bloom anteriors es situa la nostra activitat?

Pràctica reflexiva ens porta directament a dissenyar/ implementar/ avaluar/ redissenyar

Activitats transformadores:

1. Screencasting- Exemple de Russell Stannard
2. Blogging- Exemple propi de Treball per projectes

TIC: alumnat i professors

Atenció selectiva: implicacions en l'aprenentage. Experiment " The monkey illusion.

• Noves Tecnologies a l'aula - consequències en el rol del professor.

"The teacher is not a sage on stage anymore but a guide by the side"

Altres frases per reflexionar:

"Learning is a social activity" (Lev Vygotsky)

"The gloss shouldn't take away from the content"

Curs assessorament - Formació 16-17

Quin ús en fem de la tecnologia educativa ?
Respon aquesta enquesta, si us plau.

En les meves classes, l'ús de la tecnologia és...

molt present

bastant present

escassa

absent

BL- 10 golden rules

Golden Rules of Blended Learning

To recap  the main ideas we had been discussing throughout the course, we were requested to state the 10 golden rules of BL or what you might well call the 10 commandments of BL.

1. Balance: Don't overload students. Think about what is essential and what is extra. If you put something in, then you take sth out.
2. Aim:Think about your aims first and the technology afterwards. Take into account the affordances of each tool. Your choice will be driven by your teaching and learning principles. Sometimes they can also be grammar oriented, especially to reach a higher leve.
3. Blend: Link what goes on in the class and the world outside.   Focus on the learner. What matters is what goes in their heads. 
4. Bloom: Review our own classes. Check your activities against the SAMAR model. Higher thinking skills should take place in the class, lower thinking skills can be set for homework.
5. Technology: Stick to a few technologies and learn them well, explore the possibilities and be consistent when using it. Do not try out lots of them superficially and keep changing them.
6. Multimodal: Enlarge the modes information is delivered. The interactions that take place in a lesson should be engaging with different materials and people. Attacking an issue from different angles. richard Maryer's ideas. Care for visual, audio and kinesthetic learners.
7. Flipping Flipping is scalable. Not everything in one go!
8.  VLE: Choose a user-firendly VLE.  Labelling and organization are of utmost importance.
9. SGC: Always use Student Generated Content for some kind of activity ( discussions, presentations....). Don't leave it in isolation.
10. Screencasting: an effective way of providing enriching feedback.

Role of NT

Today we looked at  Edmodo

This is a VLE that can be used as the central location for your teaching. It is a central material repository and it allow to create quizzes, polls, discussion, assignments to activate students'  learning. 

Its possibilies can be extended by using other tools such as quizlet, voicethread, snagIt (screencasting) and all google apps.

The role of the New Technologies in the classroom

When deciding how much technology we want to bring into our classes and which technology is most suitable we may want to look ath the SAMR model. 

THE SAMR model developed by Ruben Puentedura "offers a method of seeing how computer technology might impact teaching and learning".When moving from a traditional setting to a context where we include ICT it is vital to consider the affordances that traditional activities offer teachers so that we can plan and / or anticipate any changes in the setting or how the new technologies may affect the interaction in the classroom. 

Substitution: technology acts as a direct tool to substitute more traditional activites and has no functional improvement.

Augmentation: technology acts as direct tool to substitute and has some functional improvement

Modification: Techology allows for significant task redesign.

Redifinition: Technology allows for the creation of new tasks that were previouly inconceivable.

Teachers should't go techology crazy and we must be aware of the the effectiveness of using technology with students. Chose the right moment and for the right activity. 

In relation to this topic we read the article "Is technology tranforming education?"by Russell Stannard. We discussed it in little groups and summarized our ideas in a google document that was edited simultaneously by the different groups. This was an example of transformative teaching (SAMR). Using a technology to get a tangible outcome (the class' notes) . Technology takes you on a journey of discovery. Technology transforms the way you design your lessons and start seeing more and more possibilities.

However, when it comes to redesign your lessons, think about the benefits of using traditional activities, and consider the interaction and the communicative purpose of the task to blend F2F contents and online tasks. Remember you can have a look at SAMR Model or Bloom's taxonomy to let students do the lower thinking part at home and get some help from the teacher for higher order thinking tasks. This  bears much in common with the idea of Flipped Classroom.

Technology and Multitasking

Google apps for education

This has been another "hands-on" session and we worked in pairs to design activities using two google apps.

• google forms

• google slides

We had a go to create our own forms and slide presentation and tested them on our classmates and afterward had discussed the possiblitites they offer for collaborative work.

This is an example of collaborative work with Beata Palinska. I was impressed about how you can work to create a presentation (similar to ppt) with someone who is physically not in the same room.

 It was nice to use the chat and come to an agreement on content, layout and work share.

A presentation on Madrid. Click here

How does technology contribute to the learning process?

Once again we can't give for granted the value of using technology in our classes. We should look at the teaching practice from a broad perspective. There seems to be lot of controversy in the use of Technology. We looked at the digital era from opposite views. For those who are totally in favout of using Technnology, teachers should let the lesson go and stop controlling students progress. According to them it is simply a question of a setting the correct task and everything else falls into place.

We watched an interesting experience carried out by Sugatra Mitra in a slum in Delhi: The hole in the wall

What Sugatra Mitra organized for the kids was a SOLE, Self Organized Learning Environment. This is called minimally invasive education

Learning takes place with the correct combination of :

broadband connection + collaboration+ encouragement

How much can our brain take in at once?

Is multitasking really effective?

There seems to be a narrow relationship between using New Technologies and multitaskis

We discussed  how multitasking (or the time we spend online) may affect the way we think.

The term Neuroplasticity came up and the watched some videos with experiments that would bring some light on the topic.

Clifford Nass describes the effects of Multitasking on our brain.

Here is a recommended book on the use of ICT in the English classroom

A book on brain science and how attention will affect the way we live, work and learn.

Other interesting webs:

Hepell Stephen, a leading voice on The use of ICT in education.

Carr Nicholas, The shallows. Book review

Nass Clifford The myth of multitasking

Salmon Gilly's Five-Stage Model of E-learning.

Flipping the classroom

Flipped Classroom  
Today our lesson was devoted to Flipped Classroom.
We have discussed different aspects of this new approach to teaching. We realized that maybe some of us were already flipping without even knowing about it. It is one of those cases when practice comes before theory, or before a name has been coined.

1. What is FC?
2. What is the theory behind it?
3. Challenges
4. Technolgies we need
5. Is FC the same as BL?
6. Is FC relevant to ELT?

We worked in groups expressing our ideas about the different aspects on a google document and we shifted resposabilities and built onto what other groups had already expressed ading our own contributions.
We watched some videos about the principles of FC and the example of a school that had implemented it. We learnt about the reasons, the proces and the final outcome.

 

 In FC the delivery of knowledge takes place outside the class and the processing of the knowledge is in class. In a word, we are reversing the order of traditional methods. To follow the ideas expressed in Bloom's taxonomy, the critical thinking that takes place in cognitive engaging activities should be carried out in class whereas the discovery and undersanding is done at home. It allows to free more time in the classroom.

The risks of this approach is student's work overload. We may end up adding more and more. Antoher of the hurdles to implement FC might be the learning culture of our students.
The needed technologies: an LMS as central repository and location for your teaching (Edmodo, moodle, schoology, blackboard, google apps for education...) and tools to make content (snag it, camtasia).   

Personalisation and learning pace are key factors rather than Technology itself. Ar the end of the day you can flip the classroom with hard copies of materials so it is the approach about how to organize the order thinking higher order skills in the learning circle to maximize time. 
It's obvious that task types in class under a FC approach are different. They allow better checking students progress. This has obvious consequences in Assessment. Assessment can't be the same as in a more traditional setting. Missalignmet between the class and the assessment should be avoided by all means. 

Conclusions
The virtuous circle of success should always incorporate an element of reflection (Test-Teach-Test).
 Technologies are just a way to facilitate the teaching and learning process. 

To learn more about Flipped Classroom 
 

Here is an article by Russell Stannard on the topic. 
Here is a power point on the topic.

Flipped classroom Infography

Bloom's taxonomy in Blended Learning
Reflection as a a tool for teacher development.
Additional reading on the role of reflection in Teacher's development (NILE student's Dissertation).