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Kennesaw: Incorporating technology 2.0 into teaching

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Transcript of Kennesaw: Incorporating technology 2.0 into teaching

Incorporating Technology 2.0 into Teaching Eduardo Gómez, Ph.D
Iván M. Jorrín, Ph.D Friday, March 25 th, 2011 Menu for today: 1-Who we are
2-Initial discussion
3-How we use web 2.0 in our courses
4-Web 2.0 into teaching
5-Hands on project Friday, March 25 th, 2011 1- Who we are 2-Initial discussion 3-How we use web 2.0 in our courses 4-Web 2.0 into teaching 5-Hands on project Transdisciplinary Research Center in Education We live/work in Valladolid We belong to the GSIC research team Intelligent & Cooperative Systems Research Group 25 people (Telecommunications Engineering + Computer Science + Education)

10 Ph.D and 15 PhD students and developers

Working since 1994 in Computer Supported Collaborative Learning

Website: http://www.gsic.uva.es/ Last year we created the CETIE-UVa Transdisciplinary Research Center in Education 60 people (Education + Pshycology + Science Education + Art Education + Math Education + Language, etc

Research focused in Transdisciplinary Issues

Website: http://www.cetie.uva.es Lets collaborate to reflect on the way we use technology in our daily life


http://piratepad.net/kiPYsFEart Description Goals Methodology Course on ICT to preservice teachers and social educators Mandatory Course
In the 1st year out of 4
8 groups (between 40 and 60 students each)
5 faculty teaching the same educational design

50 face to face hours (15 lecture hours + 25 lab hours +5 seminars+ 5 evaluation hours)
Students are supposed to spend 100 more hours of personal work. Examples of Assignments Autotechnography http://maps.google.es/maps/ms?ie=UTF8&hl=es&msa=0&msid=108691919872825882963.000492473ba34eebe1b4e&ll=41.661948,-4.707212&spn=0.001232,0.002824&z=19 Google maps Webquest http://www.wix.com/salainma2010/enjoy http://www.wix.com/dolmabache/recursosprostitucion IBL (Dewey, 1902) (Bruce & Levin, 2001) CSCL (Koschman, 1996) (Dillenbourg, 1995) maps docs spreadsheet Wordle Itinerary to become a literate teacher 2.0 Social networks This has been our menu for today!!! Wanna try? Theoretical grounding Technological Pedagogical Content Knowledge (TPACK) It is important to have Join some Start creating Your own Blog, Wiki, social network To share Reflections About what you are learning About the way you are learning it (Mishra & Koehler, 2006) Start Experimenting in your own courses And share Your results Share Your practices in the integration of Technology in your courses https://commons.kennesaw.edu/co-kenva/-kenva/ Differences between web 1.0 and web 2.0 Any implications of web 2.0 into teaching? School 2.0 The term Web 2.0 is associated with web applications that facilitate participatory information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. Definition How can Web 2.0 transform teaching & learning? Students Teachers Digital natives Books are no longer the main resources School Democratic Content generators Vs Consumers Mediator Content developers Educate Global citizens Can access Information/Knowledge in one click Professor Goo Space for reflection not just for content appropiation Individual Learning Vs Collaborative Learning Need to reconcile schooling with 21st century challenges But.. Is there a way to become a 2.0 teacher? I´ve been talking too much, so now.... The main goal is to help students learn, use and create educational activities by using technologies 2.0.

Other goals:

-To promote the acquisition of collaboration skills
-Work in group
-Reflective thinking
-etc... Contents Block I: Impact of ICT in our current society (and schooling systems)
Block II: Media Literacy (TV, advertising, Movies, etc)
Block III: Web 2.0 tools in the curriculum Uva-CA case study Course Design Computer Architecture course

Placed in the fall semester of the fourth year (out of five)

30 lecture hours and 60 laboratory hours

The course is the last of a branch on computing topics

Objective: The design and evaluation of computer systems promoting active, intentional and collaborative learning

The whole course is defined as a project that develops along the semester The course was divided into 3 laboratories of 40 students

The project was divided into three subprojects (of 4 weeks each)

Five clients were defined, giving answer to different market sectors and system requirements.
(i.e Library, Games, Internet Music store, Genome, etc)

Students had to construct a computer arquitecture for a client.

They assumed the role of a consultant company to give advice to one of the defined clients

The professor takes the roles of the five clients Uva-CA case study -between members of a pair
-between pairs in the same client and lab
-between pairs in the same client and different lab-between pairs from different client and lab Levels of Collaboration Supportive technology http://www.gsic.uva.es/asignaturas/AO Another course using web 2.0 tools... this time in Telecommunication Engineering Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) Presentation available at
http://cetiecourses.ning.com/ Go to http://cetiecourses.ning.com
and create an account
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