Some experiences about the use of tablets in primary and secondary schools

Information about Some experiences about the use of tablets in primary and secondary schools

Published on June 13, 2016

Author: laurafernandezrodrigo

Source: slideshare.net

Content

1. 1 SOME EXPERIENCES ABOUT THE USE OF TABLETS IN PRIMARY AND SECONDARY SCHOOLS Laura Fernández-Rodrigo 2016 Fernández-Rodrigo, L. (2016)

2. EXPERIENCES OF SOME SCHOOLS ABOUT THE USE OF TABLETS 2Fernández-Rodrigo, L. (2016)

3. PROYECTOSRINCONES SECUENCIAS DIDÁCTICAS TAREAS INTEGRADAS MÉTODO TRADICIONAL NIVELES EDUCATIVOS, METODOLOGÍAS CON LAS TABLETAS Y DISPONIBILIDAD DE DISPOSITIVOS 3 Educación infantil y Ciclo Inicial de Primaria Educación Primaria Ciclo Superior de Primaria y ESO Número limitado de dispositivos a compartir en todo el centro Cada alumno tiene su tableta (modelo 1x1) It is shown a map with different methodologies in which tablet is used as educative tool. These methodologies are classified according to the educative level and depending on the number of available tablets in each centre. The map has been done with the experiences of 5 primary and secondary schools in Catalonia. Fernández-Rodrigo, L. (2016)

4. PROJECTSCORNERS DIDACTIC SEQUENCES INTEGRATED TASKS TRADITIONAL METHOD EDUCATIONAL LEVELS, METHODOLOGIES WITH TABLETS AND AVAILABILITY OF DEVICES 4 First courses of primary education Primary education Last years of primary education and secondary education Limited number of devices to share in the centre One tablet for each student (model 1x1) Fernández-Rodrigo, L. (2016)

5. PROYECTOSRINCONES SECUENCIAS DIDÁCTICAS TAREAS INTEGRADAS MÉTODO TRADICIONAL NIVELES EDUCATIVOS, METODOLOGÍAS CON LAS TABLETAS Y DISPONIBILIDAD DE DISPOSITIVOS 5 Educación infantil y Ciclo Inicial de Primaria Educación Primaria Ciclo Superior de Primaria y ESO Número limitado de dispositivos a compartir en todo el centro Cada alumno tiene su tableta (modelo 1x1) It is described the didactic functions of tablets in each methodology, taking into account the experience of 5 participant centres. Fernández-Rodrigo, L. (2016)

6. 6 Students, in the tablet corner, play with apps related to curriculum areas mental arithmetic, calligraphy, vocabulary, etc. Fernández-Rodrigo, L. (2016) THE TABLET CORNER

7. 7 Given the project topic, the tablet is used as a tool to create and produce audiovisual material and to seek documentation. TABLETS IN A PROJECT Fernández-Rodrigo, L. (2016)

8. 8 Through a virtual environment or another tool like Google Drive, students can see the tasks and can delivered them. The device is used for everything, it is a tool for daily work, like a pencil. It is generally used as a communication tool to produce material and to search for documentation. The tasks can be done in groups or individually DIDACTIC SEQUENCES INTEGRATED TASKS Fernández-Rodrigo, L. (2016)

9. 9 The tablet is also used as an electronic book and as a notebook. TRADITIONAL METHOD Fernández-Rodrigo, L. (2016)

10. REFLECTIONS FROM THESE EXPERIENCES 10Fernández-Rodrigo, L. (2016)

11. 11 "In most cases it does not mean a pedagogical change but functional." (Fernández-Rodrigo, 2016; p.23) Teachers have been applying the same methodology in classroom with the entry of tablets, but this tool has provided a lot of benefits to the development of activities. Fernández-Rodrigo, L. (2016) INCORPORATION OF TABLET CAN PROVIDE A FUNCTIONAL CHANGE IN THE CLASSROOM

12. 12 The educational use of digital tablets is conditioned by the availability of devices in the classroom. By a "1x1" model, "the tablets are much more integrated into classroom teaching practices [...] that if only have these tools occasionally" (Fernández-Rodrigo, 2016; p. 22) SOME TABLETS PURCHASED BY THE CENTER 1 TABLET X 1 STUDENT Fernández-Rodrigo, L. (2016)

13. 13 USE OF TABLET EDUCATIONAL INNOVATION "The use of the tablet is not always innovative, because sometimes is used for a traditional learning model” (Fernández-Rodrigo, 2016; p.23) Fernández-Rodrigo, L. (2016)

14. 14 Y… ¿HOW WE CAN INNOVATE WITH THE USE OF TABLETS? We can innovate changing the learning methodology. Innovation is the "how". The tablet is a support tool which can help us with the innovation. Fernández-Rodrigo, L. (2016)

15. THE METHODOLOGY IS NOT DETERMINED BY THE DEVICE “There is no methodology and didactics specific to use tablets in classroom. Each center has its own project and tablets are purchased for different educational purposes. ” (Fernández-Rodrigo, 2016; p.22) 15Fernández-Rodrigo, L. (2016)

16. TO INTEGRATE TABLETS IN OUR WORK METHODOLOGY WE SHOULD CONSIDER… 16Fernández-Rodrigo, L. (2016

17. 17 “...the teaching functions that tablets enable and how this tool can be used for activities carried out in the classroom” (Fernández-Rodrigo, 2016; p.22) ¿QUÉ SE DEBE Fernández-Rodrigo, L. (2016)

18. TEACHING FUNCTIONS (Cataldi & Lage, 2013) 18Fernández-Rodrigo, L. (2016) Cataldi, Z., & Lage, F. J. (2013). Entornos personalizados de aprendizaje (EPA) para dispositivos móviles: situaciones de aprendizaje y evaluación. Revista de Educación Mediática Y TIC, 2(1), 117–148. Retrieved from http://www.edmetic.es/Documentos/Vol2Num1- 2013/7.pdf

19. Tablets are a source of information and documentation 19Fernández-Rodrigo, L. (2016)

20. Tablets are open multimedia laboratories 20Fernández-Rodrigo, L. (2016)

21. You can download specific apps and games about areas of knowledge 21Fernández-Rodrigo, L. (2016)

22. Tablets are communication tools 22Fernández-Rodrigo, L. (2016)

23. THIS PRESENTATION IS BASED ON: Fernández-Rodrigo, L. (2016). El Uso didáctico y metodológico de las tabletas digitales en aulas de educación primaria y secundaria de Cataluña. Píxel-Bit, 9-25. http://doi.org/http://dx.doi.org/10.12 795/pixelbit.2016.i48.01 Fernández-Rodrigo, L. (2016)

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