Adopting new technologies in class

IDentifEYE blog writes about a series of pilots and discuss use of QR codes and augmented reality in the classroom.

The project’s basic assumption is that online information matters – both the information we share on ourselves and the information that others share on us. From all this online information emerges our online identity. IDentifEYE’s aim is to start a dialogue with youngsters on online information and on online identities. IDentifEYE’s basic instruments are an Augmented Reality game and a lesson program.

One teacher had left a small clue about where to find information, some students watched other students and then began experimenting.  They have noted that children seem more keen to experiment with new technologies whereas adults are a little more cautious and highlight the importance of being emotionally at ease with the technology.

In full

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Turn on the light

Dr Termit Kaur Ranjit Singh reflects on the change in schools and teaching in recent decades. He observed new teachers trying out different methods and strategies using technologies and noticed great interaction with the students.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Technology-enabled project learning is the new plus ultra of classroom instruction. Learning through projects that are equipped with technology tools allows students to be challenged intellectually, while giving them a realistic snapshot of what the modern office looks like.

He supports a non-linear approach to learning where information is no longer just received from lectures, books and conferences but critical thinking and problem solving encouraged.

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What happens to learning when school year ends?

Nina ponders

In an ideal situation?  Nothing – learning goes on because students are curious about their physical and social environment and want to keep on interacting with it.  Of course we don’t call it formally “learning” when they are exploring the shores, forests, parks, malls or streets of their hometown or holiday destination.  We call it free time or vacation. Yet, if your students have learned how appropriate and important the question Why? is, they will make the most of their free time as well and keep on learning while wondering and reflecting upon the things they notice

She mentions that current education systems have been killing curiosity and notes the importance of detaching learning from school.

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Science Education: Where Values Go To Live

Pecier Decierdo from Filipino Free Thinkers, reflects on a decision made earlier in the year by the Filipino Education department to remove ‘Science’ from the first and second grade education, based on a view that Science is not child-friendly enough for young learners. He provides stories of where science has been taught well and badly. He reflects on whether things should be ‘taught’ to children or whether they are able to be curious and explore for themselves

Science is difficult, yes. Science does not end in being amazed and awed, indeed. Science is not all about the happy-happy-joy-joy, true. That is why when science is taught, you do not simply teach it as a body of knowledge and not even as a body of theories. When science is taught, it must be taught as a human activity. And like all human activities worth pursuing, it requires a certain set of attitudes.

Among the virtues required by science are curiosity, attentiveness to detail, ambition, and intellectual honesty, all of which can be taught to kids as early as possible. In fact, for many kids these virtues need not be taught but only encouraged and reinforced

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Four Strategies to Spark Curiosity via Student Questioning

Kevin D Washburn looks at how curiosity drives learning

When we realize that we do not know all there is to know about something in which we are interested, we thirst. We pursue. We act as though what we do not know is more important than what we do, as though what we do not possess is worth the chase to own it. How do we help students discover this drive?

He suggests four strategies – including equipping students to ask questions and building a launch pad.

In full