Their [message] is that we need to start changing the policy, and using the resources that are already available.”
More educators are wising up, they say, to the reality that most students have phones or other mobile devices that could allow them to give real-time feedback to a lecture on a text-message back channel, take pictures during a science field trip, or answer teacher prompts with online polling.
what students are learning about technology use when they reshape mobile-device policies, ed-tech experts say.
Recent research shows the proportion of students owning cellphones is increasing
Educating Parents
Dede of the Harvard Graduate School of Education stresses that, while an eventual progression to open mobile-learning environments might be inevitable, that doesn’t mean it will be immediately beneficial. The learning potential of the devices, he says, won’t be realized without continuing professional development, as well as in-class trial and error.
No cabe duda que es inevitable el dar acceso a los dispositivos móviles al salón de clases.
Aprovechar la gran accesibilidad que tienen nuestros alumnos a estos aparatos , así como los programas educativos que nos ofrece la red.
have students engage in one or both of the following exercises:
Ask students: How are cellphones used, and how can they be used, in our society today?
Engage students in a discussion about your school’s cellphone rules. Ask: What are the rules? What is the reason or philosophy behind them? How do they see students using cellphones in school? If cellphones are banned, how would they like to use cellphones in school? How are the rules enforced?
Finally, ask: Do you think cellphones will continue to be banned in some schools in a year from now? Five years? Ten? Why or why not?
Have students engage in a debate on the pros and cons of using cellphones in school. They should delve into questions of policy, cost, usefulness and innovation along with the potential for mischief, distraction and cheating.
In this lesson, students learn about innovative uses of cellphone technology and applications in the developing world, then explore how their phones can be used as learning tools.
the technology is growing in a rapid manner and we are seeing two main camps:
• Those looking for validity and the “perfect” opportunity
• The “adopters” who are diving in
the technology is growing in a rapid manner and we are seeing two main camps:
* Those looking for validity and the "perfect" opportunity
* The "adopters" who are diving in
QR codes can link the physical and virtual worlds by allowing students to link to more information about an object or historically significant building or area
Bringing learning into the physical world and out of the classroom
Allowing students whose native language is one other than the dominant language of their school to connect to information about objects or ideas in their native languages
link to specific information on the internet quickly and easily.
Collaborate with students. Engage students as co-designers when you develop pilot projects, by actively seeking their advice for how to improve the project and embedded activities. These same students can serve as experts or classroom assistants when the project is implemented more broadly.
a flipped classroom is a classroom where the instructional time and student activity time are reversed.
Teachers record their lesson or lecture and post their recording online for students to access for homework. As the student works through a video in their own time and in their own space, they can pause to think about what the teacher discussed, to take notes, or can replay a section they did not understand.
combine the best that elearning and face-to-face learning have to offer.