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Desde la Universidad Autónoma de Guerrero (México)
M.I.T. Expands Free Online Courses, Offering Certificates - NYTimes.com
Cell phones have long been a serious no-no in the classroom, and many schools, stating that they are a serious distraction for students, have banned them from campuses altogether. Yet there is a growing trend that is lifting the ban on smartphones and instead asking kids to use their phones and mobile devices as learning tools. While some have responded critically to this movement, others have found that it helps students to become engaged and interested in lessons, and in some districts has even resulted in a marked increase in performance levels.
Whether you're still on the fence about the role of mobile technology in the classroom or are looking for ways to get inspired to use it in your own lessons, it pays to learn a bit more about how smartphones are currently being used for education. Here, we've collected stories about just a handful of the schools leading the way in using smartphones in the classroom, making for both interesting and informative research for any tech-savvy (or tech curious) teacher. Who knows, you may just find ideas that inspire you to initiate a mobile revolution in your own classroom!
This North Carolina school district was looking for an innovative way to help close their math achievement gap in some of their economically challenged schools. They decided to try smartphones. It seems that the mobile devices are working, as the school district has seen an improvement in standardized test scores and students using them outpaced others in the district and across the state. The schools participating in the program, called Project K-Nect, use the phones in Algebra, Algebra II, and Geometry, allowing students to use them as calculators or to look up information on the web, watch math videos, and play educational games. Students using the phones reported feeling more confident about their math abilities, were more motivated to take other math courses, and over half are now considering a career in a math field.
Students in the fifth grade are Cimarron Elementary School are getting the chance to work with smartphones in their classrooms. Phones are issued to the students with the messaging and calling capabilities disabled, but students can still connect to the internet, schedule assignments, and send emails to their teachers through the phones. Students use the phones to do their homework, often on-the-go, and to keep in touch with teachers. The students also use the mobile devices to do web quests, scan QR codes linked to vocab and reading websites, make excel spreadsheets, create quizzes, and even graph their science lab results. The pilot program seems to be doing well, with an increase in students' math and science scores from the previous year.
Watkins Glen School District is taking part in program this fall called Learning on the Go, that puts netbooks, smartphones, and mini-netbooks into the hands of students. The program has been used at the school for two years now, but has only now just expanded to include the use of netbooks and all grade levels at the school. With 40% of the student body not having internet access at home, educators hope that the mobile devices will help to better prepare students for the challenges of an increasingly globalized and digital world, allowing students to gain familiarity with using the web for a wide range of educational tasks.
St. Mary's School in Ohio is one of the schools leading the way in using smartphones in the classroom. In 2009, the school began providing more than 2,300 third, fourth, and fifth graders with their own PDAs for use in the classroom and at home. Loaded onto the devices are educational programs that allow students to do everything from write an essay to study math through flash cards. Teachers at the school want to embrace mobile technology and help students to understand that mobile devices can be a valuable tool in education, when used right, of course. Students at the school have enthusiastically embraced the program, and many report great excitement at the thought of being assigned their own mobile device.
While many schools on this list are providing students with their own phones and mobile devices, Edmonton school is taking a different approach to bringing smart phones into the classroom. The school isn't providing phones or other devices but encourages students to bring their own, allowing everything from smartphones to iPads to be used during class time. Students are allowed to employ their phones and tablets as calculators, dictionaries, planners, and even sketchbooks depending on the lesson. The school employs a technology coach as well, who works with teachers to help them better integrate these and other technologies into their curricula. As for students, they love the new rules and many feel lucky to be able to bring their favorite tech devices into the classroom.
Most teachers don't allow cell phones to be used in the classroom, but high school science teacher Bob Kuschel isn't most teachers. Kuschel permits students to use their smartphones in his class, and says he finds them to be an effective learning tool for students. For the past three years, he has allowed phone usage while students are working on labs or class assignments, though the phones must be put away during lectures. Kuschel believes that it's important for students to be able to access information easily and reports that allowing students to use them has not only improved grades but also student interest in their coursework.
This North Carolina high school is also taking part in Project K-Nect, a pilot program that's working to bring smartphones into the classroom with the hope that it will improve test scores and help students at some of the states most under-funded schools. Sponsored by Qualcomm, the project is providing smartphones for a few trial courses, though it could be expanded in coming years. Administrators at the school hope that the phones will not only improve scores, but help to better prepare students for using new technologies, as many in the district don't have access to the internet or a computer at home. So far, the program seems to be working. A study found that students with the phones performed 25% better than their classmates on an end-of-year algebra exam. Yet teachers report that the phones have a downside, too, as teachers must spend a good deal of time monitoring how the students are using them in their hours away from school.
Students at this Twin Cities school got a chance to bring some of their favorite technologies into the classroom this fall. The school is allowing students to use personal electronic devices in the classroom, including smartphones, PDAs, and tablet computers. While the school acknowledges the potential drawbacks of allowing tech in the classroom, they think the educational opportunities outweigh the risks. They may be setting a model for schools in the region, as the Minneapolis School District just approved a similar measure for bringing tech into the classroom.
Three sixth grade classrooms are taking on a trial program at this middle school, allowing mobile devices into the classroom. Given phones through a donation by Sprint, educators are now using them in sixth grade science courses. Students use them to graph, track the results of their experiments, write essays, and even look up information on the web. The phones don't offer students free will, as the texting and calling features are disabled, and internet access is limited and closely monitored, but that's OK with students. A study of the phone usage at school showed that they increased the level of student engagement and motivated more students to complete assignments. While the district doesn't have the budget to purchase more phones at the moment, teachers say they'd love to see the program expand.
Students at this high school no longer have to hide their phones to use them in class. The school is now allowing phones, laptops, MP3 players, and iPads in the classroom, provided students have the OK of their teachers to use them. Over the five months the program has been in place, the school hasn't seen in increase in students cheating or misusing the technology, perhaps because students are afraid of losing their right to use the tech in the classroom. As of this fall, the program expanded to include the entire school, a change which the school hopes will help not only students but their bottom line as well. Students who are able to bring their own technology to school can help reduce the costs of maintaining a computer lab on campus, and making it easier for students to take notes and look up information is a great added benefit.
10 Innovative Schools Allowing Smartphones in the Classroom
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Un curso con mas de 58000 estudiantes en línea.
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Virginia Heffernan on digital and pop culture.
If you have a child entering grade school this fall, file away just one number with all those back-to-school forms: 65 percent.
Chances are just that good that, in spite of anything you do, little Oliver or Abigail won’t end up a doctor or lawyer — or, indeed, anything else you’ve ever heard of. According to Cathy N. Davidson, co-director of the annual MacArthur Foundation Digital Media and Learning Competitions, fully 65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet.
The contemporary American classroom, with its grades and deference to the clock, is an inheritance from the late 19th century.
So Abigail won’t be doing genetic counseling. Oliver won’t be developing Android apps for currency traders or co-chairing Google’s philanthropic division. Even those digital-age careers will be old hat. Maybe the grown-up Oliver and Abigail will program Web-enabled barrettes or quilt with scraps of Berber tents. Or maybe they’ll be plying a trade none of us old-timers will even recognize as work.
For those two-thirds of grade-school kids, if for no one else, it’s high time we redesigned American education.
As Ms. Davidson puts it: “Pundits may be asking if the Internet is bad for our children’s mental development, but the better question is whether the form of learning and knowledge-making we are instilling in our children is useful to their future.”
In her galvanic new book, “Now You See It,” Ms. Davidson asks, and ingeniously answers, that question. One of the nation’s great digital minds, she has written an immensely enjoyable omni-manifesto that’s officially about the brain science of attention. But the book also challenges nearly every assumption about American education.
Don’t worry: She doesn’t conclude that students should study Photoshop instead of geometry, or Linux instead of Pax Romana. What she recommends, in fact, looks much more like a classical education than it does the industrial-era holdover system that still informs our unrenovated classrooms.
Simply put, we can’t keep preparing students for a world that doesn’t exist. We can’t keep ignoring the formidable cognitive skills they’re developing on their own. And above all, we must stop disparaging digital prowess just because some of us over 40 don’t happen to possess it. An institutional grudge match with the young can sabotage an entire culture.
When we criticize students for making digital videos instead of reading “Gravity’s Rainbow,” or squabbling on Politico.com instead of watching “The Candidate,” we are blinding ourselves to the world as it is. And then we’re punishing students for our blindness. Those hallowed artifacts — the Thomas Pynchon novel and the Michael Ritchie film — had a place in earlier social environments. While they may one day resurface as relevant, they are now chiefly of interest to cultural historians. But digital video and Web politics are intellectually robust and stimulating, profitable and even pleasurable.
The contemporary American classroom, with its grades and deference to the clock, is an inheritance from the late 19th century. During that period of titanic change, machines suddenly needed to run on time. Individual workers needed to willingly perform discrete operations as opposed to whole jobs. The industrial-era classroom, as a training ground for future factory workers, was retooled to teach tasks, obedience, hierarchy and schedules.
When we criticize students for making digital videos instead of reading “Gravity’s Rainbow,” we are blinding ourselves to the world as it is.
That curriculum represented a dramatic departure from earlier approaches to education. In “Now You See It,” Ms. Davidson cites the elite Socratic system of questions and answers, the agrarian method of problem-solving and the apprenticeship program of imitating a master. It’s possible that any of these educational approaches would be more appropriate to the digital era than the one we have now.
To take an example of just one classroom convention that might be inhibiting today’s students: Teachers and professors regularly ask students to write papers. Semester after semester, year after year, “papers” are styled as the highest form of writing. And semester after semester, teachers and professors are freshly appalled when they turn up terrible.
Ms. Davidson herself was appalled not long ago when her students at Duke, who produced witty and incisive blogs for their peers, turned in disgraceful, unpublishable term papers. But instead of simply carping about students with colleagues in the great faculty-lounge tradition, Ms. Davidson questioned the whole form of the research paper. “What if bad writing is a product of the form of writing required in school — the term paper — and not necessarily intrinsic to a student’s natural writing style or thought process?” She adds: “What if ‘research paper’ is a category that invites, even requires, linguistic and syntactic gobbledygook?”
What if, indeed. After studying the matter, Ms. Davidson concluded, “Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.”
In response to this and other research and classroom discoveries, Ms. Davidson has proposed various ways to overhaul schoolwork, grading and testing. Her recommendations center on one of the most astounding revelations of the digital age: Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet. This goes for everything from political commentary to still photography to satirical videos — all the stuff that parents and teachers habitually read as “distraction.”
A classroom suited to today’s students should deemphasize solitary piecework. It should facilitate the kind of collaboration that helps individuals compensate for their blindnesses, instead of cultivating them. That classroom needs new ways of measuring progress, tailored to digital times — rather than to the industrial age or to some artsy utopia where everyone gets an Awesome for effort.
The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web, where they should regularly be aiming, from grade-school on, to contribute to a wide range of wiki projects.
As scholarly as “Now You See It” is — as rooted in field experience, as well as rigorous history, philosophy and science — this book about education happens to double as an optimistic, even thrilling, summer read. It supplies reasons for hope about the future. Take it to the beach. That much hope, plus that much scholarship, amounts to a distinctly unguilty pleasure.
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