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Hugo Chico

Getting Started with Chrome extension - Diigo help - 0 views

  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
ana karen zenteno

Tech & Revolution in Education - Ending Cycle of Failure - Ehrmann - 11 views

  • Every five or ten years, when a major new computer chip, visual medium or telecommunications channel comes along, the trumpet is sounded: The revolution is about to happen
    • ana karen zenteno
       
      i agreewith this
  • But the revolution doesn't happen.  By the time another major new technology appears a few years later the earlier predictions have been forgotten or shrugged off.  If anyone wonders what went wrong, they are told that the old technology was obviously too slow or primitive.  This cycle of failure has been repeated many times: mainframe computers, personal computers, videodiscs, graphical user interfaces, HyperCard, E-mail, CD-ROMs, Gopher, the Web.
  • Moore's Law also has created waves of improvement in the processes on which education most relies: how people can get and use information and how they can communicate with one another
  • ...39 more annotations...
  • No matter what a department has been doing with computing, every few years the status quo (again) can begin to look inadequate
  • Six Barriers to Revolution
  • A Small Window of Opportunity
  • Zigzag
  • Chip-based technologies come and go quickly, thanks to Moore's Law.
  • If that revolution in goals is going to happen, it needs to start fast or, long before the pedagogical revolution matures, the technology it depends upon may already have disappeared.  That sounds bad. The reality can be worse.
  • At first, not many people have the new technology
  • At first, the new technology is not as good for instruction as the old technology still is
  • Moore's Babel
  • Moore's Law also makes it harder for technology support staff and technology users to speak the same language.  If Moore's Law didn't exist, and technology remained the same for decades, the problem wouldn't be as serious
  • thanks to Moore's Law, users are periodically find themselves beginners all over again.
  • The Interactive Courseware Mirage
  • Since the days of the mainframe computer, most predictions of revolution have been based squarely on hopes for a particular type of interactive curricular courseware.
  • The problem begins with the fact that interactive courseware remains expensive to develop and update.  With each new generation of technological change we hear promises that, at last, courseware of this type will become much cheaper to create. That promise is based on the false premise that slow computers were to blame for the last generation of failures.  The real problem is the human expense, however. Designing and debugging branching educational pathways, for example, takes thousands of hours of highly trained, expensive human time. 
  • the more revolutionary the courseware's implications for transforming the instructional program, the more cautious potential users become: making a change in their teaching this big could lead to unforeseen problems so why not wait until someone else has done it first.
  • Moore's Amnesia
  • f these failures keep occurring, why has no one noticed?  The first reason is "Moore's Amnesia:" each time computers become cheaper and more usable, they attract droves of new users who weren't around for the last cycle of error.  They don't realize that they're about to make the same mistakes as their predecessors.  Because of the influx of new funders, advocates and users (and the departure of those who were too badly burned the last time around), the field loses most of its memory of all the previous generations of disappointment.
  • Rapture of the technology
  • We are so mesmerized by the newness of the hardware or software that we are blinded to factors important to the successful use of that technology.  It's easy to understand the rapture.  Moore's Law guarantees that we will periodically be confronted with fresh, mysterious instructional tools and media that are dramatically more powerful than their predecessors.  The vendors of the newest technology reinforce our love affair by advertising and other forms of hype.
  • Unfortunately, rapture of the technology often dictates that all available funds are spent to get the best computers and the fastest connectivity.  That's self-defeating because the technology by itself almost never causes the outcomes we seek. To create a revolution we need all the ingredients for the recipe; technology is "merely" an ingredient, like yeast for baking bread.
  • Seven Strategies for a Revolution
  • Create coalitions to make sure that your program has all the ingredients needed in your recipe for revolution
  • technology's role in any educational revolution is to enable fundamental changes in what educators and learners do. Those changes in their activities in turn can alter who learns, what they learn, how they learn, and what it costs.
  • If technology is to enable a revolution to make education more creative, or equitable, or collaborative, or multi-cultural, everyone who cares about creativity or equity or collaboration or a multi-cultural approach will need to share what they know and pull together to make sure that the revolution gets all the ingredients of its recipe, not just the computers or the connectivity.  It takes a coalition to create a revolution
  • Relate your efforts to the technology-based educational revolution that has actually (though just barely) begun internationally
  • If your push for change is linked to this one, you should be able to get and receive more help than if you are moving in some unrelated direction.
  • Build today's educational revolution on yesterday's new technology.
  • When a new generation of technology appears, it's time for investigations and experiments, not (yet) a large-scale push for to buy new hardware and software for everyone. Before making a large-scale investment in a totally new technological platform for an instructional program, questions we've so painfully learned from history should be addressed.
  • Base the educational change mainly on hardware and software capabilities that are likely to persist beyond the next generational change in technology: "worldware." 
  • Worldware is hardware or software that is used for education but that was not developed or marketed primarily for education.
  • worldware can reduce stress on the exhausted, understaffed technology support units at your institution.
  • Worldware may lack of some of the short-term value of interactive courseware but it more than makes up for it in long-term viability and ease of support.
  • Emphasize forms of instructional material that most faculty members find it quick and easy to create, adapt and share. 
  • The bigger and more complex the courseware, the rigid it is: a challenge for instructors who want to adapt it to today's students, today's events, or their own ideas about how a skill or topic might best be learned. 
  • Study what's actually going on locally so opportunities can be seized and problems avoided.
  • Our intuition often doesn't do us much good in such situations because that our insights were shaped by stable times.
  • if you want technology investments to pay off for learning, study why people do or don't use technology to make educationally important changes in what they do; don't just monitor satisfaction with the hardware and software.
  • Seek an unprecedented level of information sharing, coordination, and collaboration.
  • Today's world relies upon on rapidly changing computer technology in almost every phase of life.  That creates a breakneck pace of change for the academy.  In this new world, the old "muddling through" approach to educational improvement doesn't work well anymore.  The window of opportunity associated with each new generation of educational technology closes too quickly. Ironically the solution is not move faster.  We have already tried, "Ready, fire, aim!" and, time after time, that prescription has failed.  Instead, we need to take a moment, study thirty years of past failures, and, this time, we need to get it right.
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    Identifica de manera muy clara las problemáticas recurrentes en el discurso de revolución en educación a partir de la presencia de la tecnología, y de cómo olvidamos las 'predicciones fallidas' para seguir corriendo detrás de la siguiente ola tecnológica. Habla de seis barreras para la revolución, describiéndolas en detalle. Propone y describe luego siete estrategias que podrían hacer posible la revolución.
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    Identifica de manera muy clara las problemáticas recurrentes en el discurso de revolución en educación a partir de la presencia de la tecnología, y de cómo olvidamos las 'predicciones fallidas' para seguir corriendo detrás de la siguiente ola tecnológica. Habla de seis barreras para la revolución, describiéndolas en detalle. Propone y describe luego siete estrategias que podrían hacer posible la revolución.
cortiz897

The Most Famous of Premium Porn Sites - 0 views

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koskinen12

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karen caceres

INFORMÁTICA EN EDUCACIÓN por Alvaro H GALVIS PANQUEVA - 0 views

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    Este trabajo discute los aspectos centrales que orientan la informática en edu-cación como disciplina y campo de práctica, de cara a una revisión de políti-cas y estrategias para uso de informática en educación a distintos niveles. Como punto de partida se toman los que han sido o son interrogantes canden-tes. Como fermento, se analizan diferentes elementos que pueden intervenir en el quehacer tecnológico en y para educación. Como horizonte, se compar-ten algunas visiones acerca de la educación en el futuro y el rol de la informá-tica en ella. Se cierra el trabajo con propuestas de políticas y estrategias a los niveles institucional, de investigación y desarrollo y de política de estado
karen caceres

Habitos seguros en el uso de las TIC por niños y adelescentes - 0 views

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    Para todos aquellos que tenemos pequeños o grandes en casa
karen caceres

The ICT Impact Report - 0 views

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    Este es un estudio de evaluación de impacto en las escuelas europeas
karen caceres

ENFOQUES Y MODELOS DE EVALUACIÓN DEL E-LEARNING - 1 views

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    El objetivo del artículo es presentar el estado de la cues-tión sobre la evaluación del e-learning. Con este propósi-to se muestran los diferentes enfoques evaluativos, así como diferentes modelos, herramientas y experiencias encaminadas a determinar la calidad de la formación vir-tual, o e-learning. Se destacan dos enfoques principales, la evaluación de enfoque parcial, que enfatiza aspectos di-versos del e-learning (los materiales, los recursos tecno-lógicos, la docencia, etc.) y la evaluación de enfoque glo-bal, que utiliza modelos de la gestión de la calidad y la práctica del benchmarking
karen caceres

La calidad de la educación a distancia en ambientes virtuales1 - 0 views

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    Con la intención que se deriva de las anteriores consideraciones, el presente texto aborda la situación de la educación a distancia en ambientes virtuales (EADAV) y sus problemas en las maneras de apreciar su calidad, para discurrir luego acerca de las concepciones de calidad y su aplicación a la educación a distancia en ambientes virtuales, considerando sus peculiaridades y su carácter innovador, para concluir con el planteamiento de los retos que nos esperan y la propuesta de los criterios y principios que pueden orientar esta búsqueda y construcción de calidades para la educación a distancia.
karen caceres

LA CALIDAD DEL E-LEARNING - 0 views

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    La evolución de las Tecnologías de la Información y la Comunicación (TIC) supone cambios determinantes en la realidad y cultura del S.XXI. La formación responde a las exigencias en estos términos ofreciendo soluciones muy interesantes en el marco de la sociedad de la información. En la actualidad nos encontramos en las redes telemáticas con amplia variedad y diversidad de cursos virtuales cuya calidad debe ser objeto de reflexión en aras de la mejora continua. El presente artículo tiene como objetivo reflexionar desde una perspectiva crítica y constructivista los procesos de implantación del e-learning y de cómo la investigación evaluativa y consultoría pedagógica intervienen como acciones indispensables para ase-gurar el éxito y adecuación de nuestros cursos virtuales. De este modo, en el diseño y desarrollo de entornos virtuales de formación, supone un fascinante proyecto descubrir qué desafíos y compromisos debemos plantearnos desde el e-learning para la sociedad actual.
buycashapp39

What are the Benefits of Verified Cash App? - Quora - 0 views

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buycashapp40

This Week's Top Stories About Buy Verified CashApp Accounts by Francis Held on Dri... - 0 views

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