Proyecto IEEI

5. ESSIE SURVEY about ICT in Education - SMART 2010/0039

Lo que me sorprende es que la supresión de la Escuela 2.0 viene supuestamente avalada con argumentos aparentemente técnicos

striking differences in the role of technology in wealthier school districts compared with poorer school districts

More than half (54%) say all or almost all of their students have sufficient access to digital tools at school, but only a fifth of these teachers (18%) say all or almost all of their students have access to the digital tools they need at home.

A large majority of these teachers (84%) agree to some extent with the statement that “Today’s digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts.”  However, asked whether today’s digital technologies are narrowing or widening the gap between the most and least academically successful students, 44% say technology is narrowing the gap and 56% say it is widening the gap.  

Most students use the computer and the Internet at home. The use of computers in schools is minimal and does not influence the students' ability.

Corneli's post-mortem analysis of DIY Math suggested that the concept of pedagogy is not sufficient in the peer-based learning context; he then introduced the etymologically more appropriate term, paragogy.

The fact that παραγωγή in is an existing word in Greek, meaning "generation" or "production", should not dissuade us from this new usage in English. Indeed, here we are precisely concerned with the activities that generate learning.

In any case, paragogy will be defined here in contradistinction to another neologism, andragogy, the teaching of adults,

a ubiquitous learning environment (ULE[1]) is a situation or setting of pervasive or omnipresent education or learning

changes the role of the teacher from being the primary source of information to facilitator and supervisor

learning can happen almost anywhere and at anytime

Ubiquitous computing is a model of human computer interaction in which computer processing has been integrated fully into daily activities, and also integrated into objects with which we routinely interact.  A Ubiquitous Learning Environment enables learning at any time, at any place.

Key characteristics of Ubiquitous Learning The main characteristics of ubiquitous learning are: (Chen et al., 2002; Curtis et al., 2002) Permanency: Learning materials are always available unless purposely deleted. Accessibility:  Access from everywhere as personally required Immediacy:  Wherever a student is, he/she can immediately access learning materials. Interactivity: Online collaboration with teachers and/or peers (chat/blogs/forums) Situated instructional Activities: Learning in context (on-site). Adaptability: Getting the right information at the right place for the right student.

‘situated learning’ (see J. Lave and E. Wenger, 1991) which is a general theory of knowledge acquisition that is based on the notion that ‘true’ learning occurs in the context of real life activities.