Learning Technologies of Change

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Archive for May 15th, 2011

Ferramentas para o ensino digital

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Mas sou otimista. Muito otimista. Acredito sinceramente que a maioria das tecnologias que nos tornam nerds podem ser usadas, sem muito esforço, para construir a escola do futuro. Apresento a seguir 40 ferramentas, a maioria gratuitas, que podem ser usadas para incrementar a qualidade das aulas, sem demérito do professor. Não é preciso conhecimento técnico para operá-las.

Written by learningchange

15/05/2011 at 18:24

Breaking down the digital walls: learning to teach in a post-modem world

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This book walks us through specific efforts by the authors to integrate Internet technology into their classroom teaching, but what clearly galls both of them is that deeper questions about how to properly educate students are getting lost in the hype over equipment, technical wizardry and on-line chatter. There are plenty of kids out there who can create web sites, hack into complex systems, and master the language of technology, but do these same kids know right from wrong? Can they critically read a text, or relate to the deep emotions revealed in a play or novel, or even treat fellow classmates or online correspondents with respect? These issues are the real test of education, and if they get lost in the hype, we are building a Brave New World every bit as pernicious as the one described by Huxley. Burniske is an innovator who is trying to find ways to correctly use technology in the classroom, that is, without surrendering human issues or context. Monke is more skeptical, perhaps, but a willing participant in the dialogue — how can teachers be empowered and liberated to properly educate their students.

Written by learningchange

15/05/2011 at 16:56

Posted in Education, ICT, Internet, Learning

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Can IC-Technology End Poverty?

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The problem is that ICT4D assumes the very results it seeks to achieve. The human intent and competence ICT4D aims to generate must already be in place for the technology to work. But if developing economies had the capacity, there would be no need for an external technology push: capable people attract, or develop, their own technology.

North America, Western Europe, Japan, and several other economically blessed regions are cases in point. They attained their status as economic powerhouses well before digital technologies had a measurable impact of any kind. Their advanced production and consumption of information technology can be interpreted more as a result of economic advances than as a primary cause.

Written by learningchange

15/05/2011 at 16:36

Posted in ICT, ICT4D, Poverty, Technology

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33 Essential Resources for Developers & Designers

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Below, we’ve assembled 33 of our favorite resources since January and separated them into three easily digestible lists: inspiration, design and development.

Written by learningchange

15/05/2011 at 15:44

Gaining Authority in the Age of Digital Overload

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“The reality is, there’s too much content and not enough time,” says Rubel. “More content will be created today than existed in entirety before 2003.” With limited time and attention spans, people are experiencing information overload as well as “people overload.” Rubel called it a “friending arms race,” referring to the Facebook phenomena in which “he or she who dies with the most ‘friends’ wins.”

With this shift in authority, Rubel proposes that as of 2010, the Internet has entered the Validation era, in which Internet users are beginning to “find the signal in the noise” and hold on to only those pieces of information and people that are most important to them online. The rise of intimate social networks such as Path, and group messaging apps such as GroupMe, Beluga, Fast Society and Kik, is an indicator that “people want to be closer to people they care about and let all the riffraff set aside,” says Rubel.

Written by learningchange

15/05/2011 at 15:39

Posted in Digital overload

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