FUTURE CLASSROOM

Away with desks and catheter

USE TECHNOLOGY AND INDIVIDUAL SOLUTIONS!

An example of a future classroom (Aftenposten)

In Tromsø, Norway they have built the first "Room for learning". The walls are removed, technical solution and big screens are installed. The students have their own PC and the teaching are visualized.

"This is a different schoolday. It is much more easier to understand when you see, and colours inspirates more than grey environments" says the students.
The teachers are satisfied - because it is suitable for adapted teaching. They also notice that everybody is happy.
Fremtidens klasserom - faksimile Aftenposten

ICT in education is "here to stay" -we can`t fight aginst it. My opinion is that this new technology increases our possibilities to adapted teaching - but i want to be critical at the same time. If using new technology is much better - havent\t we learned something preciously? When some researches concludes that "blackboardteaching" and a teacher who helps each pupil is the best, some other researches says that using ICT gives students more learning because of different learningstyles. It is not easy to be an educator - what shall you believe?( http://www.ringerivann.no/fremtidens-klasserom/)
My opinion is to follow the "golden middle" - a little of everything! We cannot forget tradicional methods, but we shall not oppose new technology!  I often think back to my primary when i planning teaching - my old educators did a lot right. At the same time it is tempting to "get away with desks and catheter".
                                            Youtube film - future classroom

 

USING ICT MAKES THE STUDENTS VISIBLE

Interactive boards

                    Mrs.Smith and her interactive board

Interactive boards (http://www.flickr.com/photos/29766902@N00/4906015325/sizes/n/in/photostream/)

Interactive boards makes it easier for the teacher to have an overview to the students because his face is turned to them anf the teacher can see who is following, sleeping, needs help and understand the message. The students have demands for attention so that the teacher can give adjusted teaching and they needs to be seen and listened to from the teacher, classmates and friends.

When the teacher visible the students competence it is much more easier to
give accurate feedback. You have to know his/her knowledge to get the right teaching.




Using interactive boards the teacher have to customize the speed of his presentation so that everybody have the opportunity to learn something. Using interactive boards stimulates to dialogues and questions and answers.

What are interactive boards?

In my job i often use presentations - especially in Science  for 10 th grade. I use lots of time produceing and getting prepared and that makes me safer and i feel more comfortable. In this presentations i use lots of links and multimeda (videos and images) and i feel that the students think it is educational and entertaining. I think also that it is important to use visual effects for those who learn more when they can use their senses.

                                          Demonstration - Interactive boards

                                           Interactive whiteboard activities

 

 Tablets

Tablets - makes education fun

 

10 of the best apps for education

 

Experiences and studies shows that tablets appeals to the students. Tablets have more personal function than interactive boards, promotes interaction between students and teacher - because it is easy to bring it. Tablets can also being connected to a screamspthat everyone can take part to the product. The problem with tablets is the challenges writing long texts and makeing big presentations

 

 

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Bruk av IKT i skolen synligjør elevene

Learning new Norwegian with ICT

When teacher love New Norwegian........
 

We all know that most students don`t like new Norwegian. Why? Is it too boring and meaningless?

I have had to classes in new Norwegian and i wanted to make this subject exciting and funny. The first thing i did was to create a facebook group where they only should write in new Norwegian. I often started out a discussing, for example about topics they have to write their opinion in a longer text than an "yes" or  "now" answer.

Follow me.......



I have heard statements like this from my students: "It is much funnier to learn new Norwegian on Facebook than writing in a book!". We often starts the lesson with some grammatics topics, afterwards we can do lots of exciting things like bingo, competitiondictation (i read a text in bookish language ad the pupils have to write in new Norwegian - aftewards they check out the solution). My experience is that they learn to use the dictionary and they learn from each other by cooperating. When they write on Facebook, i encourage them to check out words which is not correct. They also tell each other when something is wrong. In my lessons i can hear jubilation when we are going to work on Facebook or with "togetherwriting" (on samskrive.ndla.no/). I have experienced that they write more together with others than alone - and maybe the most important thing is to learn a language with using it in dailylife - not only solving tasks in themes which is not related to their lifes. We often use exercises on the internet with training in grammatic tasks (http://elevrom.sprakradet.no/). Here they get quick responding what`s right or wrong - a positive reinforcement.
It is important to me as a teacher that my pupils find it exciting and that the teaching is funny - you learn more and your motivation increases. In my class i have espesially one pupil who hates working with schooltasks - but with using alternative teachingmethodes i haven`t heard any negative reactions. He writes, reads og do i really good job. Why shouldn`t learning be funny and playing?

Watch this: Aftenposten 2010:
                                            Want a Cool School

Horseracing and algebra

Funnier way to learn algebra does`nt exicst!
Matemania

Learning maths with ICT

I will in this tematic blog inform about diagnostic teaching with help from ICT

Video om "omvendt undervisning" fra You Tube

Diagnostic teaching
 

What`s that? To describe this, i will  make a list.
1. Identify misunderstandings
2. Crate cognitive conflicts
3. Solve the conflicts with discussion and other experiences
4. Give further experiences with the same problem

In diagnostic teaching ICT can be a good help . The misunderstandings can be disclosed in working with programs, where they can experiment further to explore connections. the benefits to ICT is that the pupils get quick feedback, which make a reinforcement. They dont have to wait for the teacher. The teacher mustn`t give the answer immediate, but he have to provocate to discussion and cognitive work for the pupils. Examples of teaching plan can be:

1. typical misunderstandings is decimal numbers: as teacher you can use Excel. The pupils can get a topic where they have to write next numbers after 0.2, 0.4 and 0.6. Afterwards find a formula. You can develop this with 0.02, 0.04 and so on.

2. In geometry it is common to find misunderstandings. To create cognitive conflicts is Geogebra (program for use in geometry and algebra). You can experiment with figures with moving parts of a triangle, square, circles.......

3. In educationel softwares (such as matemania.no/matematikk.org/matematikk.net) the pupils can
work with challenges and get quick reinforcement - the pupils experience cognitive conflicts and makes them think: "What`s the problem here? What do i wrong?".

 (Fuglestad, Anne Berit Læring med datamaskiner i konstruktivistisk perspektiv. Hentet fra Tangenten nr 2 1999)

This is the opposite of diagnostic teaching!