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  • Pontificia Universidad Catlica de Chile

    Miguel Nussbaum mn@ing.puc.cl

    Learning from mistakes of the past: using technology to facilitate synergic scaffolding

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • What have we done? What have we learned?

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • What have we done? What have we learned?

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • 1995

    Milestone 1: 1995

  • Beyond Nintendo: Design and Assessment of Educational Video Games for 1st and 2nd Grade Students, Rosas, R.,

    Nussbaum, M., Cumsille, P.,Marianov, V.,Correa, M., Flores, P., Grau, V., Lagos, F., Lpez, X., Lpez, V., Rodriguez, P. y

    Salinas, M., Computers & Education, 40 (2003) pp. 71-94.

    Student active learner inside the classroom

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • 1995 2001

    Milestone 2: 2001

  • Zurita, G., Nussbaum M., A Constructivist Mobile Learning Environment Supported by a Wireless Handheld Network,

    Journal of Computer Assisted Learning 20 pp. 235-243, 2004.

    Collaboration for development of social and communication skills

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Zurita, G. y Nussbaum, M., Computer supported collaborative learning using wirelessly interconnected handheld

    computers, Computers & Education , Volume 42, Issue 3 , April 2004, pp. 289-314.

    Interdependence, coordination, communication and peer support

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Rubn Mitnik, Matas Recabarren, Miguel Nussbaum, and Alvaro Soto, (2009), Collaborative Robotic Instruction: A Graph

    Teaching Experience, Computers and Education, Volume: 53, Issue: 2 Pages: 330-342

    Technological network supports social network where knowledge is constructed

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Echeverra, A. , Nussbaum, M., Caldern, J.F., Bravo, C., Infante, C., Vsquez A., (2011), Face-to-Face Collaborative

    Learning Supported by Mobile Phones, Interactive Learning Environments, Vol. 19, No. 4, September 2011, 351363

    Phones ubiquitous and seamless technology

  • Alvarez, C., Brown, C., & Nussbaum, M. (2011). Comparative study of netbooks and tablet PCs for fostering face-to-face

    collaborative learning. Computers in Human Behavior, 27, 834-844.

    Laptops for the lab

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Valdivia, R. y Nussbaum, M., Face-to-Face Collaborative Learning in Computer Science Classes, International Journal of

    Engineering Education Volume 23 (2007), N 3, Part I, 434-440

    Tablets for the Classroom

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

    http://www.ijee.dit.ie/http://www.ijee.dit.ie/
  • What have we done? What have we learned?

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • How much do our children (really) know?

    Chiles national test of math 8th grade has questions of:

    4th 5th 6th 7-8th grade

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • How much do our children (really) know?

  • Math (%) Lang (%)

    4th OK 8th OK 25.8 38,8

    4th FAIL 8th OK 3,7 7.0

    4th OK 8th FAIL 21,3 18.0

    4th FAIL 8th FAIL 49,2 36.2

    29,5 29,5% 70,5%

    2007

    4th

    2011

    8th

    N=183.243

    Chiles National test of Math

    How do our children follow the curriculum?

    Studying a cohort

    We must consider:

    Students learning pace

    Students cultural capital

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Student attention using technology

    0

    5

    10

    15

    20

    25

    30

    1 2 3

    first semester

    second semester

    [0-10[ [10-20[ [20-30] minutes

    Disruptive events (talking, bothering) during interactive Math

    206 second grade students; 6 classes two schools , one year, 14 sessions. Interactive math.

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • 206 second grade students; 6 classes two schools , one year, 14 sessions. Interactive math.

    Disruptive events (per session)

    Student attention using technology

    We need: 1. Short actvities

    0

    5

    10

    15

    20

    25

    30

    1 2 3

    first semester

    second semester

    [0-10[ [10-20[ [20-30] minutes

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • 206 second grade students; 6 classes two schools , one year, 14 sessions. Interactive math.

    Disruptive events (per session)

    Student attention using technology

    We need: 1. Short actvities 2. Varied activities

    0

    5

    10

    15

    20

    25

    30

    1 2 3

    first semester

    second semester

    [0-10[ [10-20[ [20-30] minutes

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Plateau of productivity

    Critical point 1

    Critical point 2

    Aldunate, R., Nussbaum M., Teacher Adoption of Technology for the Classroom, Computers in Human Behavior, Volume 29, Issue 3, May 2013, Pages 519524. http://dx.doi.org/10.1016/j.chb.2012.10.017

    Teacher appropriation of technology

    Its much more than teacher training. Its also about guidance

    Learning curve of new technologies

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

    http://www.sciencedirect.com/science/journal/07475632/29/3
  • Book Teacher provided resources

    Digital Resources

    Never 42% 6% 63%

    Sometimes/ Always

    58% 94% 37%

    Correlation with National Test of Math

    0.10 (P

  • Book Teacher provided resources

    Digital Resources

    Never 42% 6% 63%

    Sometimes/ Always

    58% 94% 37%

    Correlation with National Test of Math

    0.10 (P

  • Impact of technology in the classroom

    OLPC in Peru

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • To have significant learning, what resources should a lesson plan consider?

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • PPT contextualized to students reality

    Colombia 18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Integration of digital and conventional resources

    Colombia 18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Short and varied tasks

    Uruguay 18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Curricular learning at the pace of the child

    Colombia 18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Bridging the curricular gap

    Uruguay 18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • January 2014

    How do we scaffold the lesson plan?

    Orchestration

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Suggesting detailed scripts to teachers

    Teachers choose to their needs

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Students book integrated to orchestration

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Conclusion

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Paper, pencil, . and orchestrated mobile technology

    Argentina 18-02-2014 Miguel Nussbaum mn@ing.puc.cl

  • Pontificia Universidad Catlica de Chile

    Miguel Nussbaum mn@ing.puc.cl

    Learning from mistakes of the past: using technology to facilitate synergic scaffolding

    18-02-2014 Miguel Nussbaum mn@ing.puc.cl