REVISTA DIM no. 28 : Una vida TIC

Hoy traemos a este espacio al nuevo número de la revista DIM   UAB

Didáctica, Innovación y Multimedia

REVISTA CIENTÍFICA DE OPINIÓN Y DIVULGACIÓN Cuatrimestral - Año 10 - Nº 28 - marzo 2014 - ISSN: 1699-3748
Red DIM-EDU & Grupo de investigación DIM
 

EDITORIAL

Haciendo números
.En los últimos 10 años, desde el GRUPO DIM hemos realizado 20 investigaciones sobre el uso de las tecnologías digitales en Educación: las pizarras digitales primero, los contenidos educativos multimedia y libros de texto digitales después, las cámaras lectoras de documentos, las aulas 2.0... y así hasta llegar a las tabletas digitales y el curriculum bimodal en su versión digital. Con ellas hemos aprendido mucho sobre cómo utilizar bien las TIC para mejorar los procesos de enseñanza y aprendizaje, y en muchas ocasiones hemos difundido a través de esta REVISTA DIM los resultados y conclusiones obtenidas.
Han participado más de 3.000 profesores de 400 centros docentes de todos los niveles educativos de nuestro país y también de algunos países latinoamericanos (México, Argentina, Chile, Perú, Colombia, Panamá, Venezuela ...), que han recibido seminarios de formación (generalmente presenciales en su propio centro) sobre actividades de enseñanza y aprendizaje que ahora podían hacer con el apoyo de los nuevos recursos tecnológicos disponibles. Y nos consta (a partir de los instrumentos de las investigaciones) que la mayoría de ellos ya los han incorporado a sus metodologías didácticas habituales, innovando sus prácticas docentes y logrando en gran medida mejores aprendizajes de sus alumnos, lo que confirma el acierto del modelo formativo.
En estas investigaciones, a menudo patrocinadas por empresas líderes del sector educativo, han participado unos 100.000 alumnos, y han contado con la colaboración de 60 compañeros de DIM, profesores especialistas en el uso didáctico de los diversos recursos TIC, que han realizado las tareas de coordinación de los centros docentes y la impartición de los seminarios presenciales. (...) 

REVISTA DIM-28: ÍNDICE DE ARTÍCULOS, LIBROS DIGITALES Y COLABORACIONES

AGUILAR, Mª Carmen; URBANO, Antonio (2014). La necesidad de alfabetización digital e inter-generacional en la familia y la escuela. En Revista Didáctica, Innovación y Multimedia, núm. 28  

BALO, Mónika; LAGO, Pilar; PONCE DE LEÓN, Luis (2014). Los alumnos ante el dictado musical. Las TIC como aliadas para mejorar las experiencias. En Revista Didáctica, Innovación y Multimedia, núm. 28  

DOMINGUEZ, Àlex; IRIBARNE, Francesc Xavier (2014). La liberación de las TIC. En Revista Didáctica, Innovación y Multimedia, núm. 28  

MARTÍN ÁLVAREZ, Francisco Javier (2014). Diseño de un proyecto de podcasting para la mejora de la expresión oral en la enseñanza de las lenguas. En Revista Didáctica, Innovación y Multimedia, núm. 28  

MARTÍNEZ, Eduardo; ÁLVAREZ, Rosa Elena (2014). La iPad como instrumento de estimulación en el aprendizaje en niños con parálisis cerebral leve. En Revista Didáctica, Innovación y Multimedia, núm. 28  

PENA DÍAZ, Carmen (2014). Una revisión de la metodología AICLE. En Revista Didáctica, Innovación y Multimedia, núm. 28  

RAMÍREZ, Claudia (2014). La formación del profesorado de educación primaria en tecnologías de la información y comunicación (TIC). En Revista Didáctica, Innovación y Multimedia, núm. 28  

SÁNCHEZ AMBRIZ, Mercedes Leticia (2014). Diseño y producción de cursos MOOC como estrategia de aprendizaje cooperativo en un ambiente de educación a distancia. En Revista Didáctica, Innovación y Multimedia, núm. 28  

VELOZ, Alonso (2014). Redes sociales como soporte al modelo educativo. En Revista Didáctica, Innovación y Multimedia, núm. 28

(leer más...) Fuente: [REVISTA DIM]

The price of love: NWO (I) : Escuelas Steve Jobs O4NT #Educación para una nueva Era .. iPad


Hoy traemos a este espacio la noticia de que en Holanda se han abierto 7 escuelas Steve Jobs (el año que viene otras 5 más)  , que funcionan de acuerdo con los principios de O4NT  Educación para una nueva Era. .. para cuyo concepto es CRUCIAL el papel que desempeña el iPad ... así lo dejan claro:
"El uso de iPads permite que los 58 objetivos centrales que el Ministerio de Educación ha establecido,  funcionen de manera mucho más eficiente. Esto da espacio a objetivos adicionales de O4NT: el desarrollarro de las habilidades y los propios talentos del niño para este siglo 21. Estas habilidades son, por ejemplo, el trabajo con las TIC (Tecnologías de la Información y la Comunicación), solución de problemas, pensamiento creativo, trabajo en conjunto y ser críticos."


Apertura de Escuelas Steve Jobs en siete lugares en Holanda. from Eraser Haikus

de momento, este post , sólo para aportar elementos de juicio para valorar en todo su alcance  la noticia, ya luego vendrá algunos análisis y críticas ... ahora la información ... aquí abajo nota de prensa y algunos videos sobre el tema ... y por supuesto, dos documentos que nos permitirán entender el proceso , el Manifiesto O4NT y el Concepto O4NT

O4nt manifest en from Eraser Haikus



Se me ocurren muchas preguntas ... pero la primera, ... por qué Holanda, y por qué en primer lugar ? ... la segunda  el concepto es la TABLET o APPLE? ...la tercera  es si un gadget hará la revolución educativa , un gadget hará the NEW ORDER WORLD o será más the NEW WORLD ORDER  ? .. véte tú a sabéh  a cuanto ascenderá el PRICE OF LOVE ... ahora q está tan de moda reivindicarlo .. eso sí alto standing , of course ! ;-)

... aunque tenemos el concepto de educación EXPANDIDA , todo lo que está ocurriendo últimamente en el mundo de la educación (a nivel mundial y las revueltas de los jóvenes...)  me recuerdan dos cosas las JOC (juventudes obreras cristianas) de finales de los 60 y principios de los 70  y esa otra corriente  la pedagogía sistémica , las educaciones prohibidas ... y el omni pande ommm ... , y es que nos guste o no , andan cambiando LAS BASES DEL SISTEMA hasta ahora conocido, junto con algunas revoluciones inducidas la NECESIDAD DE EMPEÑARSE hasta los dientes para conseguir un puesto de trabajo a través de la educación "mercantilizada" (sí tambien en Holanda, y en Finlandia las cunas de los más PERFECTOS SISTEMAS educativos? )  que al final, incluso despues de otros MASTERS ... te dará para un puesto de PRECARIO BECARIO DE INVESTIGACIÓN... aunque  .. yo soy más de Ivan Illich y el  EZLN ? ... no sé .. pero eso ya lo veremos en otro post...



 Fuente: [O4nt]

P.D.: ah!!! este post está dedicao a  Eztabai , cuyo blog se subtitula Eztabaidatzeko, iritziak botatzeko... Ausartu! # Para discutir, para aportar opiniones... ¡Atrévete! @eztabai el mayor defensor a ultranza de Apple en Bilbao, que es como decir er mundo mundiá, .. u sea sé er Universo ;-)

Why tablets will make us smarter

The history of mankind has shown that information is the fundamental leverage factor for our mental development. The most profound moments throughout time have to do with changes in the way information was communicated, stored, processed. After inventing language and writing, the most important development was the modern communication networks. And now, the tablet.

What makes tablets so powerful is their inherent interactivity and intuitiveness. The Economist had a great article about Grace Wambui, a 14-year-old pupil in Nairobi, who was given a tablet at school. Having never touched a tablet before, she figured out how to use it within a minute or so. And she is old. My own niece, 18 months old, figured out how to see videos and photos on my tablet, after playing her favorite games. She learned how to play the infamous birds game and her favorite memory-cards game, while she could barely speak. Now, that’s a breakthrough.

If we, as infants, develop through interaction, then tablets are our mental steroids. The App Store and Google Play have tons of tablet apps for infants, teaching them vocabulary, numbers, even basic arithmetics, while having lots of fun along the way. We are talking about kids that can’t even properly target a mouse cursor, yet they can navigate and use a tablet to get the entertainment they want and the education they need.

This trend carries on to adulthood. The tablet is where we actually seek information, we do the heavy reading, where we watch video and photos. We allow ourselves to a more relaxed experience and more efficient way when it comes to absorbing information. People at their homes have changed their attitude; from a “lean-back” (TV), to a “lean-in” (PC), back to a “lean-back” (tablet). Access to information is now easier than ever and the learning environment of the learner is now more relaxed, supporting the learning process.

Ok, we have smartphones; but smartphones are mostly about communication. Mobile Learning is different, in that the tablet is not as personal as a smartphone, nor do we carry it around all the time. Tablets are heavier and have larger screens, so you cannot hold them for a long time, but you can use them for long sessions without eye strain. Exactly what a learner needs.

And do not forget about the thing that “makes the world go round”; the tablet is cheaper. Schools, governments and all sorts of organizations always look at the financial side of things. Austerity and budget cuts push everyone to low-cost tools, preferably “mobile” (as in “easily transferred”) and do not require other facilities, like a computer lab, power or tech support. Emirates Airlines is using tablets coupled with custom developed applications as performance support tools for crew-members. Western countries, but also developing countries, are subsidizing tablets for schools and government organizations. Brazil has announced plans to hand out 600,000 tablets out to its public schools. The US FCC forecasts $3 billion savings from using tablets at schools. They are moving fast.

For the average home, tablets will slowly replace the TV. From our early childhood, the TV was an important source of information, stimuli that our brain processed and got trained by it. The tablet serves that same role, but does so interactively. Moving to the school environment, the tablet will provide access to structured learning material, ebooks, libraries, and will soon be obligatory to bring it along at school, like we did once upon a time with books. And at work the tablet will be a permanent complementary tool both to everyday work tasks and to reference and training material.

From an infant to a grown up, the tablet is here to boost our mental development and efficiency.

Sent from my iPad.  I feel smarter already. :-)

References:

This post was submitted by guest blogger Kalliopi Sigala.

Competition Finalist 5: Learning on Tablets

This post was submitted by Rosalie Ledda. Rosalie blogs about elearning in Spanish and can be found on LinkedIn.

Introduction

With the eruption of the iPad there is plenty of questions about its use. Do we have to replace textbooks in schools for tablets? Should companies think of adapting their content to be viewed on tablets?

Learning on Tablets according to the NMC Horizon Report

According to 2012 NMC Horizon Report Higher Education Edition tablets present new opportunities to enhance learning experiences when compared with other devices.
Tablets are considered less disruptive than smartphones because there are no ringing and no incoming messages that can distract the learners.
But what the report underlines is that the iPad has revolutionized the way in which people interact with the content. People now can swipe pages, pinch to zoom in or zoom out over the images, maps or even tap on the screen and run a video or a song. Suddenly, the content has become interactive, it has become engaging.

But what are the benefits of using tablets compared with textbooks?

The first that we can recall is the way the content is presented. The content in a tablet is usually more visual and more interactive, so more engaging.
The second advantage is the ease of updating the content comparing with textbooks. The following artcile: http://www.mobiledia.com/news/136174.html explains that the FCC spends about $7 billion per year on textbooks. However, many of them are seven to 10 years out of date.

Is the iPad really a temporary fashion?

Counting up until today, there is not a lot of evidence about the benefits of using tablets in educational contexts. However, there are schools and companies that have embraced the use of tablets in learning contexts and some have completely exchanged textbooks for tablets.

The article mentioned above explains that Publisher Houghton Mifflin Harcourt tested an interactive version of an algebra textbook for iPad in California’s Riverside Unified School District. The results showed that those who used the digital version scored 20 percent higher than those who learned with textbooks.
Another interesting experience is the one carried out by the Pennsylvania State University about the use of a tablet PC and the impact on learning in technology and engineering classrooms. http://pike.psu.edu/publications/wipte08.pdf
The research was grounded on Task Technology Fit (Goodhue and Thompson1995) and social learning theories. The research revealed some interesting conclusions. Some students said that the use of a tablet PC enhanced their learning experience. Students also pointed out that it was useful in tasks like sketching diagrams, graphs and maps. It also seems that what became important to the learning process and contributed to extent the use of the tool was the group.
But the most important conclusion was that the research suggested that the extent of use of the Tablet PC was due to two factors: task, technology fit and social influence.

Then, why do not we replace textbooks for tablets?

Despite the good results showed when using tablets for learning, it is not that easy. There are some issues to take into account.
It is necessary to invest in infrastructures, improve servers to guarantee the communications and train users.
Moreover, Kate Garland, a lecturer from Leicester University discovered that those students who used tablets to memorize new content needed more time than those who used traditional textbooks. http://www.mobiledia.com/news/133298.html
Another obstacle when learning with tablets is that content usually has links to click on so it easily changes the subject and can eventually lose it.

Conclusion

From my point of view and according to the different experiences that I have read I think that to exchange textbooks for tablets is not the best decision.
Learning on tablets is good to reinforce learning, to put in practice knowledge and practice skills. But when it comes to learning new content or memorizing concepts it is better to use textbooks for learning rather than tablets. Therefore I think it is better to think first what are the learning outcomes and define the best methodology and the resources to reach them out.

 

Competition: Love elearning & writing about it? You can win an iPad!

We would like to invite you to participate in our eLearning competition for best blog post!

The competition will take place from November 26th to Dec 17th and during that period we will accept blog entries on the following topics:

 

  • Informal learning in the workplace
  • Social learning in the workplace
  • Tablet learning
  • Performance support
  • How LMS’ save money and increase revenue
  • LMS use case studies (how has your LMS helped your business?)
  • How LMS’ help democratize learning by making it affordable to SMBs

If your topic is not covered but you would like to propose a topic in relation to elearning by all means please let us know!

During the competition period we will select the 5 best blog posts submitted and post them on the well-read eFront learning blog on December 18th. Posts will be judged according to content, relevance to topic, interest, language and expression. Blog posts must also be original and previously unpublished. The most popular post will win the competition – that is, the post with the most social shares and engagement! We will share the selected blog posts on the same day and leave them on the blog for a 3 week period from the date of posting to collect shares and comments. We will use all of our social media channels to share over the competition period!

The winner will be announced on January 10th and will be notified by email and on social media channels!

To read more and submit your blog post, please visit this page!

Study Finds Benefits in Use of iPad as an Educational Tool

The following is an excerpt from an article published on Emerging Tech.

The study looks at the use of iPads at the Longfield Academy, where a large scale 1 to 1 iPad program was implemented last year. A brief overview of this groundbreaking study is provided below:

Longfield Academy in Kent, England is a recently built school covering years 7 through 13 (ages 11 to 18). Over 800 students (the vast majority of students at the Academy) had or were issued iPads, across the full spectrum of grade levels (although not everyone had one, apparently a small percentage of students used other devices).

The study used surveys to assess the impact of iPad use on motivation, quality of work, achievement, collaboration, and other factors.

Among the findings:

  • 77% of faculty respondents felt that student achievement appeared to have risen since the introduction of the iPad
  • 73% of students and 67% of staff felt that the iPad helped students improve the quality of their work
  • 69% of students that completed the survey felt that using the iPad was motivating and that they worked better with it than without it
  • 60% of faculty thought that students were more motivated by lessons that incorporate the iPad than those that did not

The full study report can be found here. The report offers many details, some graphically illustrated, about the breakout of student and teacher uses of the tablets.

The mobile future

Mobile learning has been defined as: any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.(Wikipedia) In other words mobile learning decreases limitation of learning location with the mobility of general portable devices.

But mobile learning is more than just using mobile devices to learn – it is also about the mobility of the learner. According to Mike Sharples, a leading authority in the field, mobile learning can be defined as, “the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst people and interactive technologies.” (Sharples, M., et al, 2007) Kukulska-Hulme takes this further: Early definitions of [mobile learning], which focused predominantly on the attributes of mobile technology, have given way to more sophisticated conceptualisations suggesting that mobility is the central issue (Winters, 2006). This denotes not just physical mobility but the opportunity to overcome physical constraints by having access to people and digital learning resources, regardless of place and time.

Schools seem to be one step ahead – classroom uses for tablets and cell phones are vast and varied: kindergarteners learn to read using iPad apps; tablets have been deployed in schools and teachers are using them to monitor student progress; students are using smartphones (which often have stronger processing power than their schools’ desktop computers) for fact-finding, calculating and note-taking; teachers use cell phones to take instant polls in class to gauge comprehension; and schools are replacing print books for apps that feature videos and interactive quizzes.

Harvard professor Chris Dede who teaches at the Harvard Graduate School of Education is amazed at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning.” Dede also adds, “What I’m hearing from schools more is that they’ve eliminated policies restricting using mobile devices for learning and they’re interested in developing mobile learning programs as fast as possible. We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”

However with the latest technologies must come a “mind shift” – old delivery tactics will not work and teachers will then question the gains. Elliott Soloway, a professor at the University of Michigan School of Education and longtime proponent of mobile learning says that schools need to think about what they’ve gained in terms of student achievement through the use of mobile devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”

Mobile devices also enable social interaction since learners plug into their friends, families and social networks. Mobility and socialness combined with access to every learning object you can imagine creates more natural and interesting learning possibilities. With mobile and social learners learn from each other, make what they learn personal and relevant, and give educators more tools to reach students.

So what does that mean for the future? The mobile revolution in schools is inevitable but it’s important to focus on how to use devices not to mechanize and standardize, but to integrate the human and personal element in teaching and learning. Learning happens because of relationships and because multiple elements are interacting with one another – it’s reductive to talk about a single device.

References

  • Kukulska-Hulme, A. (2010) Mobile learning as a catalyst for change (Open Learning, Vol.25, No.3, November 2010, 181-185)
  • Sharples, M., et al. (2007) ‘Mobile Learning: Small devices, Big issues’ (in Sharples, M., et al. (eds.) Technology-Enhanced Learning, 2009, Part IV)

El mejor tablet no es el iPad

dubious

Respeto al seguidor consciente, al que se adhiere con argumentos (con el fanático que no escucha razones ¿cómo podría empezar una comunicación?). Me gustan las razones, y muchísimo las que me contradicen y me llevan más allá. Las sinrazones adhesivas como las que Apple forma, me preocupan, porque no generan una sociedad que se mejora sino una que se engolosina con un estímulo. Me preocupa que Apple haya conseguido hacer un casi sinónimo de tablet con su iPad, cuando eso es solo un asunto de buen marketing, no de eficacia tecnológica absoluta.

Dale con decir que el iPad es la mejor opción como tablet. Es una falacia. Recordemos que "mejor" es una palabra relativista: depende del contexto. 

Veamos:

  • ¿Según qué  necesidades es una mejor opción? Lo mejor es relativo. No creo que exista un estándar ISO de Tablet con relación al cual medir los artefactos estos. En fin, si mi necesidad es educativa para escuelas públicas y con gran diversidad cultural y gran cantidad de estudiantes, la opción no puede ser el iPad, sino algo asequible, simple, durable o de fácil reposición, con mucho software gratuito. Eso se lee como: tablet con android, me parece.

  • Como necesito un tablet que permita escribir con stylus, el iPad, tal cual, no me sirve. Más bien necesito algo como el Samsung Galaxy Note o ThinkPad de Lenovo. Y si necesito software empresarial o médico ¿de qué me serviría un iPad? En fin, que por eso existe un ecosistema de pisos ecológicos distintos, no un ecosistema cerrado de invernadero (y el invernadero es excelente para cultivo hidropónico pero no para lograr que nuevas especies se fortalezcan).

  • DubiousEl iPad supongo que es el mejor para ciertos contextos muy específicos, por ejemplo, un público más consumidor de contenidos, donde se aprecie el aprovechamiento del medio como estimulador de sentidos. ¿Será más fácil llevar contenidos a la nube en el iPad que en Android, donde está todo integrado a los servicios de Google y adaptado a las costumbres de la mayoría de PC, inmigrantes en un entorno tablet de alta pureza?

  • Hablando de tablets para usos educativos: en el contexto peruano, para escuelas públicas, lo que se necesita es un entorno adaptable, flexible, fácil de desarrollar aplicaciones, abierto. De otro modo, sería un callejón sin salida. Por otro lado, la experiencia de usuario no es de una diferencia abismal, sino de grado, por lo que no compensaría invertir en iPads. Las aplicaciones educativas no son gratuitas para el iPad. Sería más fácil generar un equipo de desarrolladores de apps educativas para Android. Si nuestros parámetros son fluidez de respuesta, interfaz intuitiva, sensación de coherencia entre todas las aplicaciones, por allí el iPad es un producto maduro y gana, pero no por OK sino por puntos. Pero en educación, no bastan esos parámetros, se requieren los otros que menciono, que aportan a la sostenibilidad de una solución educativa. Por ello me inclino por tablets android en la educación. Además, podemos escoger modelos que se integren mejor en el "ecosistema" informático actual de las escuelas, por ejemplo, uso de USB y de Windows. Por otro lado, Android favorece una cultura de software libre, modelo hacia el cual sería conveniente migrar desde el predominio pirata de Windows en las escuelas.

Y esto parte de tener dudas cuando se dice que el iPad es la "mejor opción". Creo haberlas planteado. Creo haber justificado una respuesta razonada por parte de cualquiera que piense distinto. Nos merecemos una respuesta reflexiva y bien argumentada. Espero. Esperamos.

Questioning cats

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