EDC 601 Instructional Tech ASF SUNY

the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers.

it’s becoming more socially acceptable to talk about school stuff outside school because of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It’s not exactly cool yet, but all of a sudden it’s becoming okay.”

or those who don’t feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.

f they have enough funds, Mills said schools should invest in a 1-1 program — a device for every student.

2.   GIVE STUDENTS PROMPTS

guidance on how to use those devices for learning

3.   PROVIDE INSTRUCTIONAL OBJECTIVES. “We need to think about what we are teaching

“This is not technology — this is Pedagogy 101

4.   MAKE YOURSELF AVAILABLE.

1.   GIVE STUDENTS ACCESS.

5.   INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.

Parents, other teachers, and administrato

6.   INVENTORY THE DEVICES.

Keep track of who owns what kind of device

This way, you can create flexible, shifting groups to make sure there’s a good variety of devices in every group.

7.   USE DISCRETION.

Be careful not to publicly call out kids who don’t have a device when organizing groups.

8.   USE EVERYTHING YOU HAVE.

different ways of understanding.

10.   TEACH PROCESS NOT CONTENT.

If they don’t want to write a blog, but want to create a video, be open to it.

11.   VALUE COLLABORATION. Promote group work and project based learning.

Para comprender por qué la cultura y la organización de la sociedad es como es en el presente, es necesario conocer y comprender su pasado. La Historia estudia el pasado. Pero para comprender el pasado no alcanza con conocer los hechos que sucedieron, los personajes que los protagonizaron y las fechas en que ocurrieron.

2. Being Visionary

. Collaborating

4. Ta

king Risks

Learnin

Communicating

Modelling Behaviour

8. Leading

Technology fluency transcends devices, apps and programs. It implies that a student can quickly, accurately and deliberately communicate, collaborate and create across platforms. In Thomas Friedman's book The World is Flat, he made it abundantly clear that we are currently preparing students for jobs that do not yet exist. If we think about it, they will also need to employ technology that has not yet been created. By supporting the development of students' technology fluency, we are preparing them to become digital learners who are able to construct new tools and objects, communicate ideas and solve new problems.