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The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more.

As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe.

A professional development opportunity not to be missed. This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter. I've learned so much over these weeks and plan on applying everything in my everyday teaching.

Paula Taylor from Caroline Chisholm School proudly hosted the ACT Chapter's second event, speaking to the group of the journey of discovery and awareness that brought to life this prestigious school. Paula showcased the facilities features with a school tour as the group celebrated the collaboration and achievements of the ACT Government, ACT Educators and building industry in bringing such a innovative concept into reality.

The Centre has multi-use science laboratory facilities for chemical, biological and physical science activities, technology, robotics and 3D printing laboratory facilities, areas for design and construction, small group and large showcase events areas. For example, a maths teacher will bring his class to the CIL Friday afternoon if at all possible. He claims that his students are far more productive and focussed in this relaxed environment. For Pegrum , mobile learning allows for three levels of mobility. First level mobile devices can be used to gain access to the Internet, download applications, create content, share resources with colleagues, and participate in learning communities.

In these types of educational situations, mobility is little explored if we consider that the devices are treated as portable more than mobile, as per Puentedura Regarding the second level, educational activities require greater mobility, which in turn requires students to collaborate and work in pairs or groups and move around. At the third level, learners or students can directly seek out the necessary resources in different contexts and integrate them into their learning process through different sources, such as online peers, teachers, and resources among others.

This perspective involving the device, the student, and the learning conveys the mobile character Web 2. Crompton , p. Several initiatives have contributed to diffuse mobile technology in the educational context. In South Africa, the Dr. Math project offers tutoring to assist high school students with their math homework. In language learning, studies by Holden and Sykes , Levy and Kennedy , Thorton, and Houser , , demonstrate that mobile learning can promote language skills development opportunities.

In addition to facilitating the learning of English and the digital literacy of low-income students, this project promoted the training of teachers who now use their own smartphones and tablets to integrate mobile technology in the context of language learning.

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If, on the one hand, growth can be seen in studies geared toward the potential of mobile learning in several classroom contexts, studies from the perspective of teacher education are still at an early stage. Studies by Crompton and Hwang and Tsai , among other works in the area, indicate that the role of mobile learning in teacher training and practice needs to be better investigated, as results could underpin new initiatives, whether through individual or institutional projects, as well as for more comprehensive future initiatives involving the allocation of public or private funds.

The use of mobile technology has become the core of both global and local public policies. This is the case of the United Nations Educational, Scientific, and Cultural Organization UNESCO , 1 which launched guidelines for the integration of mobile devices in education and whose core aims include: the consolidation of literacy among youth and adults to provide support for their digital literacy and reading opportunities, as well as the enhancement of the quality of education as regards support for teachers and their professional development.

One of the great benefits of mobile learning identified by UNESCO is to ensure that learning inside and outside the classroom is mutually supportive.

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As such, teachers could, for example, employ the resources available on their mobile devices to interact with communities made up of work colleagues and study partners; watch and attend lectures; or search for new alternatives for their classes at any time and place. The diffusion of innovation, represented here by the explosion and continuous evolution of mobile devices in our society, does not necessarily determine the innovation. The innovation will actually be determined by the use and meaning that we make of the technology.

In the case of this study, the manner in which the teachers perceive the affordances of mobile media could indicate the adoption of this innovation. These students are also in-service teachers 2 in different schools and areas, some of whom work with students with special needs and gifted students. The program focuses on the integration of technology into the curriculum through the design, delivery, and evaluation of technology into the content specific curricula.

These programs prepare teachers to build their skills in the use of various technology solutions and then create ways to integrate technology into their classroom. This study used a qualitative methodology and the data analysis is interpretive. The data was based on reflective narratives following these guiding questions: 1 Do you use handheld technologies to support your professional learning?

Do you use tablets and smartphones in your teaching practice? If so, describe your best integration ideas and strategies when using them, including the apps you used.

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With those questions in mind, this paper presents the findings and discussions of this study based on the theoretical considerations regarding mobile learning, affordances and the theory of the diffusion of innovation presented in the preceding sections. The research participants considered themselves to be familiar with mobile devices.

The connectivity of mobile devices was one of the perceived affordances. This perception led each participant to act upon it. The following excerpts point out different ways in which connectivity can be appropriated to develop academic activities:. My professional learning is supported in part by handheld technologies such as smart phones and tablets. The use of browsers and Internet connectivity to gain immediate access to university platforms to access academic activities are recurrent themes in the narratives.

Teachers observed the potential of connectivity to capture its affordances. The use of the mobile apps to check maps and events, school emails, library course materials, career fairs, student exhibits, etc. The ability to have anytime and on-the-go connectivity allows students to stay updated, enabling greater academic engagement.

Thus, these affordances in the design of mobile applications play an important role in contexts in which learning is mediated by technology. Another affordance endowed by search applications is the possibility of tagging sites of interest and downloading apps, as shown in the following excerpts:.

I love that the browser saves my bookmarks and preferences across all of my devices.

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This makes connectivity so much easier. Through this app, I am able to receive messages from my professor and teammates. I am also able to check my assignments and even access modules to read. In addition to site tagging and app downloading, mobile devices allow website synchronization and storage for future access.

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  7. The cooperative search between Chrome and Diigo makes it possible to easily recall and share content, including the items you had forgotten you had saved! The interface is very clean and makes reading Web articles or blog posts on my iPhone or iPad very easy. I can also tag the articles for easier retrieval later. It is hard to remember teaching without access to mobile technology!

    Although I do not use them regularly during daily instruction, my iPhone and iPad are with me throughout the day. I do, however, use both regularly to stay connected to the world outside my classroom, and have found both to be versatile tools for professional development. When I find an article that I believe will be useful in the future or is one that I want to share with my colleagues, I send it to my Evernote account. My smartphone is my primary mobile learning device because I take it everywhere and use it to increase my access to information and my participation in personal learning communities.

    In addition to perceiving affordances to access information such as library materials, career fairs, texts, etc.

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    Other perceived affordances include sharing resources, collaborating among peers, and participating in communities of practice as is the case of teachers using apps to connect to the world outside the classroom and share resources and content with colleagues and students. The activities that the teachers describe indicate the presence of an adoption-of-innovation process in the context of professional development.

    These comments seem to indicate that a mobile device can provide advantages other than those relating to its original purpose. Thus, as users, teachers point out several advantages to using mobile devices from their perception of connectivity-related affordances. For example: typical affordances of those devices such as portability and ease of use, mobility, accessibility anytime and anyplace are also seen as advantages by this social group.

    The examples below illustrate these points:. Advantages of mobile learning include convenience, ease-of-use, accessibility, professional networking, and exposure to resources not otherwise available.

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    I need an easy-to-carry, lightweight device that serves some functions of a laptop, but also has the apps I enjoy. I enjoy the experience of reading textbooks on a tablet. It is easy to access chapters from the Table of Contents in an e-book.