Planning and learning
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The document discusses the integration of contemporary technologies in school-based learning, emphasizing that the effective use of communication and computing technologies (CCTs) can enhance education. It argues for creating educational activities that promote authentic knowledge production and collaboration, rather than just digital busywork. Ultimately, schools should facilitate serious knowledge production by incorporating social practices and cultures of use relevant to students' lives.
Planning and learning
- 1. Planning and learning in the i-mode generation Are you ready? Time is passing...
- 2. What do YOU think about this?
- 3. Are you going crazy with all this technology?
- 4. What KIND of teacher are you?
- 6. Contemporary technologies and school based-learning: Can they work together to benefit our students?
- 7. Assumptions: • the more CCTs are used in the classrooms the better the education will be; • new technologies are mainly about information; • the educational uses of new technologies in classrooms learning are now well understood and integrating CCTs into learning is just a matter of 'mastering the intricacies 'of each new technology as it appears; » (Bigum 2002:135)
- 8. Results: • massive amounts of 'digital busy work’; • a lot of old wine in new bottles; • a lot of bells and whistles;
- 9. Open your eye ...
- 10. ... and your mind..
- 11. and make a difference! Strenghten the education creating activities that can promote approximations to expert practice, authentic/non-contrived uses, collaborative work, recognition of distributed knowledge and expertise, efficacy for in situ use, capacity to mediate whole practices and etc. would promote
- 12. Have in mind: • Practices like blogging, instant messaging, text messaging and all the other i-mode gadgets should be taken into account in school-based learning and school Discourses of learning (school projects, history, science...) should relate to learners' lives through diverse social practices in social institutions seeking approximations to mature Discourses. • Learning should produce knowledge rather than consume knowledge
- 13. BE AWARE: Communication and computing technologies (CCTs) are not the focus or purpose of work. They are media that play useful roles in supporting student work that has genuine value to outside groups and audience. The use of CCTs should be based on consolidating new kinds of relationships within the school and outside the school producing knowledge in a new and significant way.
- 14. Schools should be seen as: sites where serious knowledge production and research can occur and contemporary technologies, social practices and cultures of use engaged outside of school can be incorporated into school- based learning for the students' benefit.
- 15. Reference • LANSHEAR, C. & KNOBEL, M. New literacies: everyday practices & classroom learning. Open University Press: 2006. • _________________. Planning Pedagogy for i-mode: Learning in the Age of ‘The Mobile Net’, chapter 6, p.181-209.