Broad agreement of the need to improve the quality of education… but rarely a consensus on how to define education quality.
Agreement on two attributes
- promoting the cognitive development of learners
- developing social behavior according to commonly agreed norms and values
Hi every one!!
Had the best day yesterday with the team of teachers from over the world discussing on the issues of ICT and Pedagogical Development and as well as the issues or problems we face while integrating ICT in teaching and Learning.
The evidence from the research literature shows that teachers’ pedagogies and pedagogical reasoning influence their uses of ICT and thereby pupils’ attainment. The way ICT is used in lessons is influenced by the teachers’ knowledge about their subject and how ICT is related to it. Some teachers choose ICT resources that relate to a particular topic, while others use ICT to present the pupils’ work in an innovative way, without any direct application to the topic.
Technologies coming up in next one year, though, is set to make PCs more interactive, fun and perhaps nosier than you’d like them to be. Interactive computers will have 3D cameras that behave more like eyes, with the ability to recognize objects and measure distances. Sensory input through sound, voice and touch will help PCs respond to and anticipate our needs. And like every year, PCs will get thinner, faster, and lighter and have longer battery life. Games and movies will look smashing with higher-resolution displays. The new technology, however, will come with a price.
Open development is making sure that information and data are available for users in timely manner, information sharing can foster innovation and increase transparent in the development.
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based lear-ning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic invol-ving cognitive support from peers, teachers, external specialists, and the wider community.
Community of learning/inquiry; technology-based learning project; sociocultural proximity; Rwanda; ICT in education; knowledge construction. for more infor please read http://www.ijrvet.net/index.php/IJRVET/article/view/34