Hoy traemos a este espacio esta infografía de titulada "7 Shifts To Create A Classroom Of The Future" y que nos presentan así :
Tomorrow’s Learning Today: 7 Shifts To Create A Classroom Of The Future
by Terry Heick
(Ed note: This post has been updated from a 2013 post)
So we’re taking a stand here. This is all subjective, but it’s worth talking about. So let’s talk.
Below are some ideas that are truly transformational–not that they haven’t been said before. It’s not this article that’s transformational, but the ideas themselves. These ideas aren’t just buzzwords or trendy edu-jargon but the kind of substance with the potential for lasting change.
And the best part? This is stuff that’s available not tomorrow with ten grand in classroom funding and 12 hours of summer PD, but today. Utopian visions of learning are tempting, if for no other reason than they absolve us of accountability to create it right now, leading to nebulous romanticizing about how powerful learning could be if we just did more of X and Y.
But therein lies the rub: Tomorrow’s learning is already available, and below are 7 of the most compelling and powerful trends, concepts, and resources that represent its promise.
Hoy traemos a este espacio una recopilación sobre Google Classroom .. la nueva herramienta educativa de Google dentro de su suite Google for Education ...
así nos lo venden
Más tiempo para la enseñanza, menos complicaciones tecnológicas
Te damos la bienvenida a la versión previa al lanzamiento de Classroom, una herramienta nueva de Google Apps for Education. Classroom combina Documentos de Google, Drive y Gmail para ayudar a los profesores a crear y organizar las tareas rápidamente, proporcionar observaciones de una forma eficaz y establecer una comunicación fluida con sus alumnos. También ayuda a los alumnos a organizar sus trabajos en Google Drive, a completarlos y a presentarlos. Además, les permite comunicarse directamente con sus profesores y compañeros.
En el diseño de Classroom hemos trabajado codo con codo con profesores para conseguir una aplicación que les ayuda a ahorrar tiempo, a organizar las clases y a mejorar la comunicación con los alumnos
Facilidad para gestionar tareas y fluidez en las comunicaciones
Con Classroom, los profesores pueden crear y recibir las tareas de los alumnos sin necesidad de usar documentos en papel. Cuando los profesores crean tareas, pueden compartir un único documento o hacer automáticamente una copia del documento para cada alumno. Pueden ver rápidamente quién ha completado el trabajo y quién no, así como proporcionar observaciones directamente y en tiempo real.
Classroom crea automáticamente carpetas en Drive para cada tarea y para cada alumno. En la página de Tareas, los alumnos pueden ver fácilmente las tareas que deben presentar. De esta forma, no se les escapará nada.
Classroom también permite a los profesores publicar notificaciones y preguntas, con lo que se mejora la comunicación tanto dentro como fuera del aula.
Ventajas para las clases
Configuración sencillaLos profesores pueden añadir a los alumnos directamente o proporcionarles un código para que se apunten ellos mismos. Se configura en tan solo unos minutos.
Ahorra tiempoCon un flujo de trabajo sencillo y sin necesidad de documentos en papel, los profesores pueden crear, revisar y poner nota a las tareas con rapidez desde un único lugar.
Mejora la organizaciónLos alumnos pueden ver todas las tareas en una página específica y todos los materiales de clase se archivan automáticamente en carpetas de Google Drive.
Mejora la comunicaciónLos profesores pueden usar Classroom para enviar notificaciones y preguntas inmediatamente. Los alumnos pueden publicar una entrada en las novedades y ayudar así a sus compañeros.
Asequible y seguroAl igual que el resto de nuestros servicios de Google Apps for Education, Classroom no contiene anuncios, no utiliza jamás tu contenido ni los datos de los alumnos para fines publicitarios y se ofrece de forma gratuita a los centros educativos.
Aquí tienen un video de Roger Nixon sobre la herramienta:
Y aquí otro de Dan Leighton
Empezar a usar Classroom
Los maestros y profesores pueden solicitar la versión previa al lanzamiento de Classroom. En función de las solicitudes que recibamos, invitaremos a un número limitado de educadores a que prueben la aplicación.
A partir de septiembre, Classroom estará disponible para cualquier centro educativo que utilice Google Apps for Education. Si tu centro educativo aún no dispone de Google Apps for Education, el administrador de TI del centro puede registrarse aquí.
Queremos asegurarnos de que Classroom funcione correctamente con otras aplicaciones. Si eres desarrollador o partner, regístrate para obtener más información sobre la integración con Classroom.
Designing the future classroom - Mainstreaming the results of the iTEC project
iTEC, a flagship four-year EC-funded project involving 14 Ministries of Education, has doubled its original target by now involving over 2000 classes across Europe in its future classroom pilots. The project evaluation is also showing an extremely positive impact on students’ knowledge, skills and understanding, and a beneficial effect on teachers, especially on their technology-supported pedagogy, digital competence, and motivation.
Learning Activities for innovative classrooms
The iTEC pilots, now in their fifth and final cycle, have developed Future Classroom Scenarios and Learning Stories and Activities to inspire teachers to change their pedagogical practices with the support of ICT. Learning Activities and Learning Stories have been developed through a participatory design process with teachers. Moreover, European Schoolnet has also delivered an international programme of online and face-to-face training, including courses at the Future Classroom Lab in Brussels on teaching and learning activities for the future classroom.
Supporting students’ knowledge, skills and understanding
The newly published meta-analysis of the evaluation data over the first three cycles shows that the project has had a positive impact on students’ knowledge, skills and understanding – in particular on their 21st century skills, motivation, engagement, attitudes, and learning practices. iTEC has also had a beneficial effect on teachers, having a positive impact on their technology-supported pedagogy, digital competence, and their motivation and attitudes. Almost 90% of teachers agreed that the iTEC process enabled students to become more deeply engaged in their work, and allowed them to undertake more collaborative activities. Teachers observed also a higher student attainment, an increase in student autonomy and independent learning, as well as more opportunities to learn beyond the boundaries of the classroom.
Mainstreaming the iTEC results
"Every Classroom a Future Classroom" conference, taking place on 10-11 October 2013 in Brussels for 150 invited delegates, will look at the challenges involved in up-scaling and mainstreaming innovative teaching and learning practice in order to make every classroom a future classroom. The conference will discuss on scalable processes for the adoption of advanced competencies by teachers, 21st century skills for learners and change management for schools. iTEC has also published a magazine "Designing the future classroom" that summarises the project developments and outputs up to date. Read the magazine online here.
Tambien os dejamos una de las entrevistas, como ejemplo, de la serie : en este caso Kristen Weatherby, Senior Analyst on the OECD's TALIS project (Teaching and Learning International Survey), speaks on emerging trends in teaching and learning, such as Bring Your Own Device and the use of social media in education. Her keynote presentation is available here: Challenging visions of the future classroom.
aMcMaster University, Department of Psychology, Neuroscience, & Behaviour, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada
bYork University, Department of Psychology, 4700 Keele Street, Toronto, ON M3J 1P3, Canada
cYork University, LaMarsh Centre for Child and Youth Research, 4700 Keele Street, Toronto, ON M3J 1P3, Canada
Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content.
► We examined the detrimental effects of laptop multitasking on classroom learning. ► Learners who multitasked during class had reduced comprehension of lecture material. ► Learners in-view of multitaskers also had reduced comprehension of lecture material. ► Multitasking or being seated around multitaskers impedes classroom learning.
Multitasking is ingrained in our daily lives. As you read this article, you may also be attending to a text message, sipping coffee, or writing out a list of to-dos. Such a lifestyle is intended to increase efficiency; however, there are limitations to how well multiple tasks can be carried out concurrently (Posner, 1982). Multitasking places considerable demands on cognitive resources, which, in turn, degrades overall performance, as well as performance on each task in isolation (Broadbent, 1958). The issue of multitasking and its consequences has become a growing concern in education, as students are more commonly found engaged with their laptops or smartphones during class time. The current study investigated the effect of laptop multitasking on both users and nearby peers in a classroom setting.
There is a host of theoretical and experimental research on divided attention and dual-task interference, terms that we consider homologous to multitasking and therefore relevant to the current discussion. Research suggests that we have limited resources available to attend to, process, encode, and store information for later retrieval (Posner, 1982). When focused on a single primary task, our attentional resources are well directed and uninterrupted, and information is adequately processed, encoded, and stored (Naveh-Benjamin, Craik, Perretta, & Tonev, 2000). When we add a secondary task, attention must be divided, and processing of incoming information becomes fragmented. As a result, encoding is disrupted, and this reduces the quantity and quality of information that is stored (Pashler, 1994). When we eventually retrieve information that was processed without interruptions, as a primary task, we are likely to experience minimal errors. When we retrieve information that was processed via multitasking or with significant interruptions from a secondary task, we are more likely to experience some form of performance decrement (Wickens & Hollands, 2000).
Indeed, managing two or more tasks at one time requires a great deal of attention. Attentional resources are not infinite (Konig, Buhner, & Murling, 2005; Pashler, 1994). When the level of available attentional resources is less than what is required to complete two simultaneous tasks, performance decrements are experienced since both tasks are competing for the same limited resources. This is especially true if both tasks are competing for resources within the same sensory modality (Navon & Gopher, 1979; Wickens, 2002; Wickens & Hollands, 2000). Limits to attentional resources means the quality (accuracy) and efficiency (reaction time) at which multiple tasks are processed will be compromised (Rubinstein, Meyer, & Evans, 2001). Numerous experimental studies have shown performance decrements under conditions of multitasking or divided attention (e.g., Broadbent, 1958; Tulving & Thomson, 1973).
Theoretical and empirical findings on multitasking are especially significant when considered in the context of student learning. In classroom environments, students tend to switch back and forth between academic and non-academic tasks (Fried, 2008). This behavior poses concerns for learning. The presumed primary tasks in many university classes are to listen to a lecture, consolidate information spoken by the instructor and presented on information slides, take notes, and ask or respond to questions. On their own, these activities require effort. If a secondary task is introduced, particularly one that is irrelevant to the learning context, attention must shift back and forth between primary and secondary tasks, thereby taxing attentional resources. This multitasking can result in weaker encoding of primary information into long-term memory (Bailey & Konstan, 2006; Ophira, Nass, & Wagner, 2009).(leer más...)
It’s inevitable that any medium designed for ease of communication and networking will be applied to a learning context however many educators are still trying to come to grips with Twitter, and in particular its use in the classroom.