At the heart of effective technology integration practices, digital technologies offer learners greater opportunities to be more actively involved in the learning experience.
I agree with the substantive point that many educators don't have skills to teach these things directly, but I do think we can create environments in which they can emerge and be developed.
First and foremost, let's give students control of IWB learning. These ideas and strategies will help you configure both physical space and learning activities so the IWB becomes a collaborative, student workspace instead of a magic, teacher-centered lesson machine.
able to change the variables so that the effects are changed accordingly
non-linear interactive media that allows the students the freedom to negotiate their own learning activities
visuals that can be dismantled in order to focus on one aspect
Can we monitor a students progress?
E-Textbooks are a tool, a tool that in the hands of good teachers and motivated students would produce some absolutely special results. E-Textbooks are only part of the solution. What we need is a situation where student buy-in to their own education. This is where you really see student engagement.
What I really think is this! I think this is the most exciting time in history to be involved in education
Instead of bookworms, perhaps we should call these kids “gadgetworms.”
So, how can we keep them focused on our lesson when they would rather text their friends? We can return to the very first principle of good lesson planning.
my experience has shown that if the lessons are engaging, student-centered, and appropriately presented, kids will focus and their devices will stay in their pockets.
While teens may look more like adults than kids, to a neuroscientist their brains resemble a child’s.
Overly Emotional
That means that if you are expressing an emotion—say, disappointment—a teen’s brain has a 50% chance of misinterpreting it as a different emotion, like anger.
In the best classrooms there is a good balance of different activities, including “lecturing”,and that kind of variety lends a sense of pace to the lesson, and helps to make it a good and enjoyable learning experience for the students.
With the huge potential that Information and communication technology has to offer for teaching and learning also comes a matching potential for distraction, illicit and inappropriate activity, and poor judgement.
The teacher holds a cornerstone role in the development of understanding, the appreciation of culture and diversity, and the formation of the moral and ethical basis that, like the cornerstone of a building, provides a strong and stable foundation for life in both the real and virtual world they co-inhabit.
The most salient lessons are not learned by avoidance but by facing you action, its impact, and the consequences.
The teacher is no longer just the master of their subject. They are much, much more. Their classroom is no longer defined by four walls and a blackboard, but stretches far beyond the physical boundaries of their school. We are global teachers, ethicists, and moralists. We are masters of our subject and students of the world.
a pedagogical shift away from limitations of the traditional classroom model to a promising blend of active learning, student engagement, and hybrid course design.