教城網誌 EdBlog


(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


(轉載自:聯合報系經濟日報 - 2012年7月18日)








標籤: 科技產品, 單一簽入, 數位化, 數位學習, 雲端運算 檢舉


(轉載自:星島日報 - 2012年6月17日)






標籤: 電子教材, 電子學習, 殘障, 無障礙 檢舉


(轉載自:太陽報 - 2012年5月22日)






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


(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。


教師助解惑 非只為講書

陳漢偉獲資訊科技期刊CIO Asia選為5位「亞洲最佳總監」之一。


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


(轉載自:台灣蘋果日報 - 2012年04月09日)









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


(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。



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


(轉載自:星島日報 - 2012年3月5日)



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」。



標籤: 電腦程式, 短片, 電子筆記, iPad 檢舉


(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."

"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


(轉載自:iThome  Online - 2012年1月17日)




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。


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。


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。


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