Learning in The Digital Age
description
Transcript of Learning in The Digital Age
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Husain _ isa
Ali _A. al _Muhsin
Mohd _al _haiki
Mohd _a.al _jabbar
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At the end of this topic, students will
be able to:
1. Identify learning in the digital age.
2. Explain the importance, concepts
and forms of learning in the digital
age.
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3. Listing effects of learning in the
digital age on teachers.
4. Listing effects of learning in the
digital age on students.
5. Appreciate how using technology in
Bahrain is?
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Introduction
It is hard to imagine a world without mobile
phones, digital cameras, portable computers
and the internet. Yet all of these
technological developments are remarkably
new.
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None of them existed in recognizable form
prior to the 1990s and their widespread
availability and use is later still . even
technologies that have come to prominence in
the twenty-first century (such as mp3 players
, dvd recorders , freeview tv , wireless
internet , gps handheld devices , touch
screens and 3g networks ) seem far from
novel today .
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Definition:
1- Learn, teach, and collaborate using
emerging social digital technologies
(1).
2- The modern digital age is
characterized by powerful
information and communication
technologies that can have a
significant impact on learn ing (2).
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-Teaching and learning in the age of
information has been a long reflection
on my relationship with media
education (3).
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Effects of digital age on teachers:
- ICTs seen as tools to help teachers create
more 'learner-centric' learning environments.
- ICTs can aid teacher self-learning in subject
matter.
- Using ICTs as tools for information
presentation is of mixed effectiveness.
- ICTs can be used to support change and to
support/extend existing teaching practices .
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- ICTs motivate (some) teachers, at least at
the start.
- Develop confidence in using a range of ICT
resources, via frequent practice and use
beyond one or two familiar applications.
- others.
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Today’s Learners…
1- Digitally literate.
2- Mobile.
3- Always on.
4- Experiential.
5- Social (stay connected).
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Effects of the digital age on learner:
Collaboration.
Publication.
Literacies.
Inquiry.
Others.
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Social networking technologies have proved
to be popular with learners and teachers.
In particular, they:
Stimulate conversations, democratic
engagement and ownership of ideas.
Have the capacity to make links with wider
resources.
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Make use of digital native skills in authentic
communal/social activities.
Extend contact time and the discursive
dynamic.
Complement existing learner-centered
practices.
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Discussion:
Students are more sophisticated in their use
of technology than teachers. What are your
comments?
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Top 10 Classroom Technology Strategies:
1. D i g i t a l T e x t
The use of digital text greatly increases the
opportunities for instructional interaction
between the student and the curriculum
content. Using digital textbooks, students can
quickly do keyword searches throughout a
book or throughout a group of books, pulling
together related topical information. The
text can easily be highlighted or copied to
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support research and the use of quotes or
references. Quotes, references, and other
information can be placed in lists and easily
sorted or reformatted.
http://www.youtube.com/watch?v=sgfpnHoILcc
2. T e x t - t o - S p e e c h
Text-to-speech utilities convert digital text
to audio or spoken text. This technology
provides support for students who are
struggling readers, students who are
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struggling with English, and students who
either need auditory support or who find
audio convenient. For example, a program like
ReadingBar will enable Internet Explorer to
“read” any web page out loud. It will also
record the web page to an audio file.
Programs like TextAloud will take any passage
of text and quickly convert it to a wav or mp3
audio file. Students and teachers can create
CDs of curriculum material to listen to or can
use a program like iTunes to put cur riculum
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content on mp3 players like the Apple iPod.
Imagine being able to take a chapter in social
studies, quickly creating a summary of the
main points using a tool such as WORD’s Auto
Summarize, then creating an audio file of that
summary and listening to it on an iPod or
other mp3 player .
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3. T a l k i n g W o r d P r o c e s s o r s
Word processors enhance the development of
writing skills through the ease of editing
text, copy and paste tools, and ability to
quickly format and reformat a passage of
text. Compared to pencil and paper, these
editing tools support the development of a
higher level of cognitive skills than basic word
construction (Peet, 2004). The addition of
text-to-speech further enhances the
instructional benefits of using word
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processors by addressing auditory language
development and providing a scaffold for
students who struggle with reading and
writing.
http://www.cartoonstock.com/directory/w/word_processors.asp
4. W o r d P r e d i c t i o n
The writing process includes sentence
structure, vocabulary, and organization skills.
As skills in these areas increase, students are
able to start learning to write with their own
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personal style. Competent writing skills are an
important part of our language and society.
5. C o g n i t i v e O r g a n i z e r s
Students with learning disabilities may be
good at solving problem but poor at describing
how they came to their decisions.
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6. I n t e r a c t i v e L e a r n i n g
E n v i r o n m e n t s
Academically successful students are able to
engage, or interact, in learning environments
and relate new information to prior
knowledge.
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7. E f f e c t i v e R e a d i n g
S o f t w a r e
For students struggling with reading,
technology can help in the areas of phonemic
awareness, phonics, fluency, vocabulary, and
comprehension, as well as auditory processing.
Following are only a few examples .
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8. I n t e r n e t A c c e s s
The World Wide Web includes some amazing
tools to help students achieve academic
success. The search engine Google wills not
only does topical or keyword searches on the
Internet, but it also includes a built in
calculator that will solve math problems and
do units of conversion.
A built in dictionary will give the definition of
any word when you type “define” in front of it
in Google. Google’s language tools will
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translate any web page from one language to
another.
9. A l t e r n a t i v e K e y b o a r d s
Some students have problems using a regular
keyboard. Adjusting various keyboard
features, such as Sticky Keys (the student
can press combination keystrokes one key at a
time) Filter Keys (the student can hold a key
down and the key will not keep repeating) or
ToggleKeys (the computer makes a tone when
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a toggle key is pressed) can often help
students who type slowly or who type with one
finger.
1 0. F C A T A c c o m m o d a t i o n s
Presentation, Responding, Scheduling, of
Setting, Assistive devices(4).
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The use of technology in the field of
education in Bahrain
Discussion:
• Compare between the above and your
experience as a pupil in the schools of
Bahrain?
• Criticize the reality honestly
and objectively.
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Consider the recommendations of the field
study conducted in Bahrain entitled:
"ICT and its' educational and social
implications" for Dr. Helmi Abul Fotouh
Ammar, Dr. Abdel Baki Abu-Zeid .
http://www.khayma.com/education-
technology/Study3.htm
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Discussion
• How can the "2030" develop the field of
education in Bahrain as an economic vision?
• Who are you in 2030?
• 2030 is not a clone tool.
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King's project for the future schools
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Group Work :
• Group 1: in front of you there is an
introduction of the project, sum up and show.
• Group 2: in front of you there is a paper
contains an important convention held in
Bahrain, what aspects have you seen in this
convention.
• Group 3: in front of you there is a paper on
e-learning team, what are your memories
about the team of e-learning in your school?
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References:
1- http://edr.sagepub.com/content/38/4/
246.full
2- Book : Learning and Instruction in
3- the Digital Age – Dirk-Ifenthaler
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4- http://www.paec.org/fdlrstech/Hand
outs/Top_10_Letter.pdf
http://mitpress.mit.edu/books/chapte
rs/Future_of_Learning.pdf
5- http://www.khayma.com/education-
technology/Study3.htm