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(Source: Fairfax NZ News - 4 August 2012)

Children’s brains may be developing differently as a result of exposure to digital technology, with profound implications for the education system, says the prime minister’s chief scientific adviser, Sir Peter Gluckman.

Sir Peter made the claim to Parliament’s science and education committee, which in May kicked off an unprecedented inquiry into "21st century learning and digital literacy", examining in particular how schools may need to change in the wake of the Government’s $1.5 billion investment in ultrafast broadband.

The inquiry has pitched progressives, who want to see teachers quickly evolve into tech-savvy new-age knowledge brokers, against conservatives, who worry about the practicalities and believe there remains a big role for traditionally delivered classroom teaching.

Sir Peter argued that schools and parents splurged a lot of money putting computers into schools 20 years ago that "didn’t make much difference educationally".


e-LEARNER: Two-year-old Te Kohumira Paki is already an iPad whiz.

But he opened a new front when giving evidence to the select committee on Wednesday - appropriately, via video-conference - saying that today’s children were the guinea pigs in "a new world we don’t fully understand".

"Anyone who has seen a two-year-old playing around with an iPad knows what I am talking about. The digital world is leading to different ways in which the brain develops, different environments in which we learn . . . and it does seem to be having impacts on cognitive, social and emotional development."

Sir Peter said neuroscientists and teaching researchers in Britain and the United States were just starting to look at the implications for education but there was a lack of information and it was pointless talking about it being "good or bad".

"Whether it has any meaning - I think we should be careful."

He said, for example, that studies had shown that parts of the brains of British taxi drivers expanded when they memorised "the Knowledge", London’s inner city street map.

But what was evident was that the human race was going through a "radical change" in the way it communicated and achieved knowledge, he said.

"Whereas 20 years ago it was unequivocal [that] parents and teachers were the sources of information, now much information is obtained from the web or other digital media and the teacher’s role is becoming one of helping students interpret what is likely to be reliable or unreliable information."

New technology, such as the web, could lift education in rural areas and disadvantaged urban communities as well as help New Zealand meet its "moral responsibility" to assist education among its Pacific neighbours, he said.

The Post Primary Teachers’ Association (PPTA), which represents 18,000 mostly secondary school teachers, said that although children now expected learning to be "ICT-based", it was going too far to say that today’s children were "wired differently".

"The focus on supporting 21st century students who are collaborative, open-minded, life-long learners is important but we are some way from dispensing with content-learning altogether," it said in its submission.

"There are few signs . . . that either parents, tertiary institutions or employers are ready to relinquish expectations that secondary students will have a sound knowledge in certain curriculum areas."

The same football is being kicked around in different ways by many of the 90 submitters to the Parliamentary inquiry. Margot McKeegan, learning adviser for the Greater Christchurch Schools Network, which is promoting collaboration between 100 schools in the city, told the committee that she did not believe teachers should be registered unless they had demonstrated they were capable of working in an "e-learning environment".

But the National Council of Women said it would disagree with that approach. Effective learning had always happened in a wide variety of environments, but the relationship between children and their teachers remained the most influential factor in a successful school, it said.

ECONOMIC Development Minister Steven Joyce signalled the Government had a strong appetite for reform in a speech to InternetNZ NetHui in June.

E-education would be "quite disruptive" and would turn on its head the concept of teaching and learning, changing the dynamics between educators and pupils, he said. "For those that embrace it, it is something that is going to be wonderful for people to be part of."

The Government will next year begin rolling out the Network for Learning, a $300 million to $400 million "closed" network running over the ultrafast broadband network that will provide secure access to online resources and internet access for schools on centrally-negotiated terms.

The initiative appears to have attracted widespread support, including from the PPTA, which said it was a "reasonable compromise" in tackling the problem that the education system had become "devolved and divided".

But there are doubts about how quickly the education sector will be able to grasp the nettle, given it remains a "people industry".

Albany Senior High School deputy principal Mark Osborne told the inquiry a leadership crisis in schools threatened to derail plans to reshape the education system to take advantage of ultrafast broadband and e-learning.

Ten thousand of the country’s 50,000 teachers were approaching retirement and between 30 and 40 per cent of newly qualified teachers were leaving the profession within their first five years on the job, he said.

"We are trying to replace an ever-increasing pool of leavers with an ever-diminishing pool of new teachers."

An Education Ministry spokeswoman said that although it was true its workforce was ageing, losses had fallen for several years and retention was increasing.

"Baby boomers" were staying in work longer than had been expected, she said. "The ministry has monitoring in place and is planning for the retirement of this group, when it does occur."

In the meantime, a proportion of teachers and schools are achieving educational stardom by positioning themselves on the crest of the digital wave.

Albany High School turned heads in the information technology industry when it opened in 2009 by eschewing Microsoft software and deciding to use only free open-source software, for example.

That meant the school could then encourage pupils to bring their computers to school, freeing up their own resources to buy computers for those who could not afford them, Mr Osborne said. "Proprietary" software, on the other hand, could not be installed on students’ computers without breaching suppliers’ licensing conditions, he said.

It is in addressing bread-and-butter matters such as this that the Parliamentary inquiry could make its mark.

Mr Osborne said only Albany High School and two other schools had adopted "creative commons" licensing policies that allowed teachers to share online resources they had developed with other schools, without having first to seek the approval of their boards. Other schools had "all rights reserved on teaching and learning resources".

Open-plan learning spaces that aided e-learning reduced disruptive behaviour, Mr Osborne said, because there could always be three or four teachers on hand to prevent children "taking on" an inexperienced teacher. They also meant teachers could learn from one another, which was important because the difference between the "best and worst" teachers in a school was always greater than the differences between schools themselves, he said.

Sir Peter said it was "fundamental" to put more money into research. "Scientists are no better at predicting the future than anybody else, which means they are bloody hopeless at it. We don’t know all the answers.

"But the inquiry has got to help design the teacher of 2025 or 2040, not 2012."

標籤: E-education, e-Learning, 21st century, digital technology, Creative Commons 檢舉


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(轉載自:聯合報系經濟日報 - 2012年7月18日)

前言:雲端議題、載具多元,讓台灣教育大業也跟著進化,但教育為百年大業,台灣教育數位化,從班班有電腦,再到電子書包等已推廣多年,如今雲及端的轉變,是否會模糊焦原有的數位教育政策,值得你我深思,為此本報特邀產、學重量人士進行紙上論壇。

詹文男(資策會產業情報研究所所長)

教育與科技間的距離,近年因雲端變得更緊密,雲端運算應用於教育,不僅在教育界的學習品質和教材創新提升,同時加強教師、家長及學生有效溝通互動,透過健全科技技術、網絡無限連結及資訊共創共享。

教育雲端較常出現的教學應用情境,從課前來說,整合數位內容及工具平台,即時提供老師、學生及家長所需的教學、學習服務及聯絡功能;課中則是科技化教學應用,課堂上採用互動式電子白板與電子書包等終端產品,加強師生即時互動、群組學習等,課後是學生可自行搜尋資源、複習教材並線上繳交作業。

為強化科技、雲端應用於教育領域發酵,經濟部於去年9月提出科專「創新科技應用與服務計畫」外,更早2010年推出「雲端運算產業發展方案」,其中在教育方面雲端環境主要內容為:1.透過單一簽入(SSO)、虛擬機房、安全高速且無所不在雙協定網路環境構築完善的雲端基礎環境;2.以Edu.Apps推動5i(internet、interactive、integrate、incentive、innovative)服務模式,達以學習者為中心的學習環境並降低成本;3.整合既有數位學習資源、電子書、電子書包等。

教育部配合推動數位學習策略,推動「教育雲」計畫,預計在2012至2014年間,打造符合雲端運算的教學系統,計畫預算為2.45億元。主要推動措施包括建置教育雲端資源中心、建置教育雲端平台、提升縣市網路中心頻寬、建立資訊防護中心等。當然,計畫中多以不同載具思維做思考,但以整體教學的行為特點,個人認為應在導入全新架構的同時,著眼於架構是否開放及能否一慣,非用了1年就不合時宜,或無法與現有及未來藍圖做整合,這是相關業者到學校所要思考的,畢竟就硬體架構有英特爾等,載具更是多元外,軟體系統從Windows、iOS、Andriod,因此支援度將可列為首要選項。

但以目前專案採購分析,較不重視軟體及內容外,產品過度消費性,不然就是整合、相容性不足,主因採購者是教育局官員或行政人員,使用者是老師,兩者容易產生落差,常會造成採購產品不符老師教學需求,無法順利將科技產品應用在教學現場。

標籤: 科技產品, 單一簽入, 數位化, 數位學習, 雲端運算 檢舉


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(轉載自:星島日報 - 2012年6月17日)

香港失明人協進會去年獲政府資助,試行「無障礙電子學習支援計畫」,利用電子教材,突破學習障礙,共逾百位學生受惠。雙目失明的末代高考生黃嘉濠是該計畫的首位使用者,他指出失明人士專用的高考點字書,多到要用十三個紙皮箱裝載,但現時只需一兩枚USB手指,便可儲存所有電子教材。 

「無障礙電子學習支援計畫」試行兩年,並將在首年使用的學生的感想,結集分享,向全港中小學生派發。負責計畫的該會資訊科技顧問小組主席周鍵圳昨在分享集發布會上稱,首年已有來自十三所中小學共一百零四位學生受惠,當中包括視障、肢體傷殘或讀寫障礙的學生,並轉譯了九百二十五份紙本教材成電子教材。

雙目失明的馬鞍山聖若瑟中學中七生黃嘉濠是該計畫的首位使用者,自從去年轉用電子教材後,只需一兩枚USB手指,便可儲存高考所有電子教材,方便攜帶。他指出以往失明人士專用的高考點字書,數量多到要用十三個紙皮箱裝載,「早前完成高考後,用客貨車將一箱箱點字書,送回心光盲人學校,供有需要的學生循環使用」。

黃嘉濠又稱,兩年前會考時,由於未採用電子教材,轉譯點字教材需時甚久,令公開試前幾天,個別科目仍未收到所有點字教材,「但今次高考轉用電子教材後,早於試前數月已收齊所有教材,令準備更充足。」

香港失明人協進會會長莊陳有指出,日後擬將計畫擴展至大專學生及少數族裔學生,並希望政府將計畫的資助恒常化,以及於推行電子教科書時,同時顧及主流及殘障學生所需。此外,他要求政府修改版權條例,將讀寫障礙列為閱讀殘障,令該會轉譯電子書前,毋須先得到出版商同意,節省時間。

標籤: 電子教材, 電子學習, 殘障, 無障礙 檢舉


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(轉載自:太陽報 - 2012年5月22日)

學生沉迷手機及電腦遊戲,令不少家長頭痛不已,但有小學反其道而行,自創一款名為「我是小花農」的手機應用程式(App),讓學生透過種植花兒的小遊戲認識聖經金句,學生更可將金句電郵給其他人,宣揚正面訊息。該校為了避免學生沉迷遊戲,更加設每日只能玩一次的功能,學生能夠寓學習於娛樂。

智能手機日漸普及,手機應用程式(App)更可以成為學校及家長的溝通橋樑。馬鞍山靈糧小學去年中開創兩個智能手機App,其中一個以學校資訊為主,家長可透過手機瀏覽學校簡介、活動、位置、最新消息等資料,更可透過內聯網查看通告。該校校長陳美娟指開創App的靈感來自家長,「曾有家長反映學校咁老土無App,為了方便家長同埋配合學校電子教學的趨勢,決定開發App,估唔到效果又好正面。」

學生參與錄製內容
除了提供資訊,該校亦創立另一個名為「我是小花農」的App,由學生負責錄製廣東話、普通話及英語的聖經金句,學生免費下載後,可以透過小遊戲收集聖經金句,再向家人及朋友發送。陳美娟指為了避免學生沉迷遊戲,程式設定每位用戶每日只能玩一次,「如果只係要學生背金句會好悶,透過遊戲可以令他們學習一些道理。」

科技日新月異,學界亦需迎頭趕上。陳美娟指,學校近年添置十部iPad平板電腦,用於中文、英文、數學、常識及資訊科技課堂,電子教學將會是未來三年的教學重點,「老師發現每二至四位學生一組係最好,老師易於監管,同時可避免學生成為低頭一族。」

該校三年級學生馮子軒說現時每日在家只花十五至二十分鐘於電腦上,多用作搜尋資料,他表示常識課上曾利用平板電腦學習基本法,認為學習時更有趣。五年級學生陳俊傑則認為傳統課本較電子平台更方便。 

標籤: 智能手機, App, 平板電腦, iPad, 手機應用程式, 聖經金句, 電子教學 檢舉


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(轉載自:文匯報 - 2012年4月25日)

電子學習逐漸成為學生日常生活一部分,城市大學近日引入全港首個「反轉課室」(Flip Classroom),一「反」傳統教學模式。學生上課前,要先上網觀看教授講學短片,然後在課堂進行小組討論、介紹報告等等。而教授亦會在課堂上引導學生思考。城大近年銳意打造電子校園,累計撥出900萬元支援電子學習。除了上述計劃外,亦設立2項補助金,資助師生開發電子學習軟硬件配套。

「反轉課室」是外國新興教學法,學生上課前,須上網瀏覽預先錄製的教學短片,然後於課堂上回答問題、參與討論或進行其他活動,把傳統「上堂聽書、落堂做功課」模式倒過來做。

教師助解惑 非只為講書
統籌今次計劃的城大資訊總監陳漢偉表示,教師對學生的重要性,往往不在於讓他們聽課,而是幫助他們解決問題。如果教師於課堂時間集中處理學生困惑,引導他們思考,可望提升學習效能。他又指小量社會科學課堂自本學期起已試行新教學法,希望將來推廣至其他學科。

陳漢偉獲資訊科技期刊CIO Asia選為5位「亞洲最佳總監」之一。

500萬助師生開發程式
今年2月,城大推出「流動應用程式發展補助金」及「教學創新發展應用科技補助金」,資助師生開發手機應用程式(apps)、購置設備和軟件。校方已預留500萬元供師生申請,並未就個別項目設資助上限。首輪申請已收到近30份計劃書,撥出近100萬元。陳漢偉指計劃反應熱烈,不少學生創意十足,令人眼前一亮,例如有學生希望開發「城大預約課室」程式,學生只須用智能手機一「Click」,便可預約城大課室溫習,如同上網預訂戲票,非常方便。

標籤: 城市大學, 教學短片, Flip Classroom, 電子學習 檢舉


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(轉載自:台灣蘋果日報 - 2012年04月09日)

現年5歲的小境,是腦性麻痺重度身障者,2年前開始在第一兒童發展中心接受早療教育,原本小境上課很難專心,透過該中心引進的數位學習課程幫助訓練後,小境的專注力和學習動機增強,進步成果讓師長相當欣喜。

每周四下午是小境最期待的時候,一進電腦教室,小境坐上特製椅子後,雙眼就緊盯著電腦螢幕上的游標。在老師陪伴下,無論是用小畫家練習著色,或是替娃娃打扮、剪頭髮,都讓她玩得不亦樂乎。

移動游標須2分鐘
由於腦性麻痺緣故,小境的雙手無法操作滑鼠,基金會的輔具中心就幫她設計了搖桿及簡易的操作按鈕,讓小境可藉由搖桿移動游標,雖然操作仍很吃力,一個簡單動作得花上一、二分鐘,但每當完成一個動作,小境總會微笑的看著老師,臉上滿是成就感,也讓老師相當開心。

小境的指導老師說,以往在教室上課時,小境總會東張西望,專注力不夠影響了學習的效果,但開始上電腦課後,透過互動的視覺軟體教學,小境的專注力提高了,認知能力也越來越好。

換左手滑鼠學數學
另一位5歲腦性麻痺孩子小淵,也是上了電腦課以後有了長足的進步。小淵的右手肌力不足,老師特別幫他準備了左手滑鼠,一年來小淵已經可自己用滑鼠操作電腦,原本學習動力就很強的小淵,現在已可自己玩遊戲,還開始學習注音符號、數學,學習進度也漸漸追上一般孩子,連爸媽都很驚訝。

發展遲緩或心智障礙的學齡前孩子,經常因學習專注力不夠及認知較差,往往在學習上事倍功半。第一社會福利基金會的兒童發展中心從一年前開始陸續增加數位學習課程,透過適當的輔具協助,讓遲緩兒的學習有很大的進步。

盼大家捐款添設備
第一兒童發展中心主任古玉嬌表示,過去早療課程中,老師只能用簡單的紙本、教材教學,有時很難吸引遲緩兒的注意力,現每周一到二次定期的電腦教學課程,透過有趣的互動式教學軟體,孩子提高了學習動機,也增加邏輯推理、認知、視覺等能力。

第一社會福利基金會有4個兒童發展中心,電腦、平板電腦等數位軟硬體教學輔具仍不足,有些電腦還是民眾汰舊換新捐贈的,許多軟體無法安裝,期盼社會大眾能捐款協助添購設備,讓遲緩兒學習更有效率。

標籤: 心智障礙, 教學軟體, 認知, 數位學習, 發展遲緩, 視覺軟體, 專注力 檢舉


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(轉載自:明報 - 2012年3月31日)

教育局去年撥款 5900 萬元予 61 所中小學,推行 3 年「電子學習先導計劃」。其中,聯合申請的聖愛德華天主教小學、慈雲山天主教小學共獲 280 萬撥款,各自購買 80 部平板電腦,並運用角色扮演遊戲的概念,開發 4 年級中文、數學科電子教材。負責教師稱,半年來試行成效理想,有信心未來逐步以電子教學取代教科書。

聖愛德華天主教小學、慈雲山天主教小學昨舉行電子教學啟動禮,負責此計劃的潘東強主任表示,該校兩班 4 年級、共約 80 名學生,個多月前開始在中文及數學科試行電子教學,有關課堂佔課時約兩成,學生仍需購買教科書。

他表示,有信心在新學年將試行班級的電子課堂比率,由兩成提升至五成,之後逐步全面取代傳統課堂,學生屆時將不需購買教科書。

潘主任表示,開發商按學校要求,設計一套遊戲學習平台,每名學生會獲分派虛擬身分及房子,每當完成不同家課,就會按表現獲增加「經驗值」及「虛擬貨幣」,用以購買「家具」,粉飾房子。他解釋,採取遊戲設計是希望提升學習興趣,平台更有對話、留言等功能,讓同學互評作品,家長亦可登入平台查察子女學習進度。

該校中文科教師施雨乘表示,試行電子教學後,學生的學習興趣、主動性大大提升,但在預備電子教材、熟習操作流程方面,則較傳統課堂多花 3 倍時間;而教導小學生操作平板電腦亦有一定難度,因學生會太興奮、未必聽從教師指示,但個多月來學生已慢慢適應。

標籤: 電子教材, 學習進度, 電子課堂, 角色扮演, 電子學習先導計劃, 平板電腦 檢舉


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(轉載自:星島日報 - 2012年3月5日)

新學制下,不少新高中考生都指各科課程緊逼,老師要在暑假為學生補課,有中學老師自發以免費電腦程式製作聲、色、畫俱備的「動感筆記」,以精簡文字陳述內容,通過短片由老師解釋難明的概念,並配合動畫製作圖表,方便學生理解抽象數理概念。筆記初步於物理科和經濟科試行,效果良好,學生只要iPad在手,便可隨時隨地溫故知新。

加拿大神召會嘉智中學物理科老師陳啟豪和經濟科老師明子祺是「動感筆記」的發起人,其中身兼該校校園電視台負責老師的陳啟豪表示,「鑑於去年暑假各科老師搶時間為學生補課的情況激烈,為補償部分無暇前來補課的學生,便拍下補課的影片,上載社交網站供學生重溫,從而萌生拍片做筆記的念頭。」

另一發起人明子祺則認為時下學生學習欠主動,遇有難題都不敢問老師,有些怕反覆詢問老師感到尷尬,有些則為免被老師視為蠢學生而假裝明白,因此他從學生角度出發,希望仿效《英語一分鐘》般,以短片形式讓向學生解釋難明的經濟理論。兩位老師理念一致,由去年九月開始合作利用iBooks Author軟件,製作出數個重點單元的「動感筆記」。

明子祺表示,「時下學生未必有耐性閱讀冗長的教科書內容,因此在設計電子筆記時以精簡為主。」他強調「動感筆記」是為學生度身訂造,老師抽取學生難以掌握和理解的單元加以解說,除通過文字、圖像和影像解釋基礎概念,還附有練習題和題解,讓學生自學,然後做練習,假如有不明白地方,亦可即時看題解。

陳啟豪表示,短片目前由老師講解概念,但待「動感筆記」發展成熟後,計畫加入學生參與,由學生擔任短片中「小老師」解釋概念,有助訓練學生的演示技巧和表達能力。兩位老師均表示,「動感筆記」花上教師大量時間製作,由剪片、電腦畫圖、打字幕、排版等過程都需要人力資源協助,筆記限於以iPad展示,但學校目前只有四至五部iPad供學生於圖書館借用,所以已計畫申請優質教育基金,期望可得到人力資源和硬件上的配合,繼續發展電子筆記。

標籤: 電腦程式, 短片, 電子筆記, iPad 檢舉


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(Source: The Frisch School  - 1 February 2012)

Today is Digital Learning Day, a day devoted to reflection on innovative ways to reach our students using various technologies. As a part of this day, we went around the school taking pictures of various examples of digital learning that occur on a typical day at The Frisch School and were blown away by the depth of the the technology-assisted learning that took place throughout the school, in the library, computer room, hallways, cafeteria, and classroom.

 

On the Frisch Wiki, Mrs. Tikvah Wiener, our English Department Chair and Coordinator of Interdisciplinary Studies, asked our students to reflect about how technology enhances or detracts from learning. Here are some responses.

One of the best responses:
"Technology offers significant advantages on two opposite ends of the learning process: learning the facts and seeing the bigger picture. The speed of computer processing and efficiency of the internet expedite the process of learning the basic information. The widespread use of Google, Wikipedia, and other search engines for educational purposes exemplifies this point. One area that I find is particularly aided by the brilliance of the search engine is in-depth research. When I began my research for the upcoming Model United Nations conference, the first thing I did was Google my country and my two topics. Instantly, I had access to previous United Nations resolutions, international law journals, statistics, and other useful resources that would take hours and hours to sift through without the help of Google.

Technology also enhances the culmination of the learning process: taking a step back from the information and placing it in a broader context. Forums and discussion pages (such as the wiki page we are now posting on) offer a unique opportunity for students to the see multiple perspectives on a single issue, a process and educational methodology known as divergent thinking. From personal observations on the Frisch wiki, I have gleaned that discussion through technology is often more effective than classroom discussion because communication through technology requires students to think more carefully before presenting their points of view. Thus, the responses of students tend to be more cohesive and eloquent. Additionally, the enticing nature of technology often provides respite from the normal classroom environment, pushing many students to become more involved in the discussion than they would be in a classroom.

Despite some irreplaceable aspects of the classroom setting, technology has the potential to enhance and expedite the learning process. The internet gives us the world at our fingertips, and the lightning-fast computer processors make obtaining information significantly easier to do than it was even ten years ago. To all those who point out the flaws in educational technology, I answer that this is only the beginning. The technology industry is all about innovation and development, so it is constantly evolving to take on new challenges. As more and more students pass through school systems enhanced by technology, analysts are gathering data to determine which methods do and do not work. The next step is taking the data and putting it to use to improve on existing technologies and create new ones."

Excerpts:
"Responsibility extends beyond marking a line between educational purpose and “distractive” purpose. Kohelet teaches that knowledge in excess hurts more than it helps. One must consider the words of Kohelet 1:18 to perceive the truth of the assertion that excessive knowledge has a marked downside: “for in much wisdom is much vexation; and he that increaseth knowledge increaseth sorrow.” One must draw a line between areas in which technology can truly aid in the learning process and areas in which technology can only detract from the learning process. Technology grants vast resources of knowledge, but certain areas of study—certain pursuits—must be marked as “vexing,” or in certain cases, outright unacceptable."

"Technology has become a resourceful tool that adds to student learning. With the help of technology one can instantly look up information to add to class discussions and watch videos to enhance the classroom experience. In addition, learning does not stop after class anymore; students are able to utilize websites (like our wiki pages) to have online discussions about topics learned during their school day. Students do not have to worry about having bad hand-writing because now with technology they are able to type up their notes and assignments. I can only imagine how technology will enhance our learning in years to come."

"Technology enhances learning. One example of technology’s usefulness is for vocabulary. Instead of having a vocabulary quiz, in my English class, we sometimes have a picture slideshow project. We make slideshows with pictures that explain a word’s meaning. After the project is done, we put it online and have an enjoyable and useful study aid. Another example of how technology enhances learning is the SmartBoard. For example, in Biology, Dr. Furman often puts a slideshow on the SmartBoard which depicts an experiment that a given scientist has done. . . Although cell phones are not allowed in my classes, some schools use a new program in which students can answer a question by texting to certain number. Overall, if technology is used in the correct way, it can create a better and more fun learning environment for students."

"The advanced technology today is great for doing research. With just one click on Google, a student has access to just about any information he/she could possibly need. I have used Google every day for research for projects and help with homework, and I use Gmail to email teachers or talk to peers. Other websites such as Facebook and Youtube have their advantages as well. Facebook can be used to talk to students about homework or other school-related topics. A perfect example of Facebook’s helping with school-related activities happened during Shiriyah. Rabbi Pittinsky made Twitter and Facebook groups for each grade, so all the students in each grade knew what was going on with their teams."

"I dislike the accessibility of information. I believe it is making students lazy. For example, I can easily find the definition of any word without looking it up manually in the dictionary. This ease is a cause for laziness. Another example of technology’s drawbacks is in the writing of research papers. One can easily find an outline of his topic online and copy it. In the past, it was much harder to find pre-made outlines and research papers. When I have a large research paper to do, I often find myself putting off beginning because I know I can easily Google my topic and find what I need, instantaneously. If I had to go to a library to do my work, I would realize how long that would take and get started immediately…. However, I am sure technology will only become more established in education and will be greatly beneficial in certain areas."

標籤: SmartBoard, online discussion, wiki, Google, facebook, technology, Digital Learning 檢舉


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(轉載自:iThome  Online - 2012年1月17日)

新竹市政府選定青草湖國小為電子書包教學實驗學校,今年1月開始到7月為實驗期,以一至三年級共六個班級165位師生,導入iPad作為師生課堂上的學習輔助教材。


學生使用iPad上的鋼琴模擬軟體學習音樂課程

新竹市青草湖國小今年1月開始以蘋果iPad平板電腦實驗電子書包教學,讓學生使用平板電腦取代教科書學習,評估平板電腦用於中小學教育的可能性。

這項電子書包實驗計劃以寬頻網路、無線上網環境完備的青草湖國小為試驗學校,從1月到7月開始,一到三年級6個班級共165位師生,每人提供一台WiFi版iPad 2,嘗試將平板電腦融入教學。

今年上半年先以iPad下載相關App,讓學生上音樂、美術課時使用平板電腦學習,例如在iPad觸控螢幕上學習彈奏鋼琴,或使用繪圖軟體繪畫。下半年將與康軒、翰林等教科書業者合作,在iPad上提供國語筆順教學、數學測驗,甚至是取代傳統紙本家庭聯絡簿的數位家庭聯絡簿,擴大平板電腦教學應用。

新竹市政府教育處教育網路中心主任鄧拔銓表示,相較於筆電等其他裝置,平板電腦容易攜帶且觸控螢幕使用上相當直覺,加上 App Store 提供豐富的軟體資源,故選定iPad進行電子書包教學,Android則因Android Market無法購買付費軟體未納入考慮。

為了讓電子書包教學順利進行,新竹市政府計劃與新竹教育大學合作,由學生協助電子書包試驗班級學生設定、使用平板電腦學習。至於上課所需的教材軟體,鄧拔銓表示,市府未來會與新竹當地多所大學合作,取得所需的App。

目前參與實驗的學生使用的平板電腦由青草湖國小統一申請 App Store 帳號,管理每台平板電腦下載的軟體數量,配合WiFi帳號管理避免學生貪玩濫用。

平板電腦興起後,從個人消費市場逐漸擴大應用範圍,在地方政府推動電子書包教學中已取代傳統筆電成為新寵,不只新竹市,彰化縣、台中市、台北市等在去年、今年紛紛以平板電腦在中小學推廣電子書包。

標籤: 學習輔助教材, WiFi, 美術課, 音樂課, 無線上網, 寬頻網路, iPad, 電子書包, 平板電腦 檢舉