Using the power of research to inform ICT integration in education

Posts tagged ‘authentic learning’

How can iPads empower and enrich students’ authentic learning experiences?

Ilene R. Berson, Michael J. Berson, and Meghan McGlinn Manfra (2012) Touch, Type, and Transform: iPads in the Social Studies Classroom, Social Education 76(2), pp 88–91, National Council for the Social Studies

If iPads are retrofitted to traditional teaching activities their full potential will go unrealized. The presence of iPads alone will not generate transformative educational experiences; however, the appropriation of the device into school settings may help redefine learning spaces. Teachers who creatively integrate the iPad into instruction to foster communication with the global community and design intentional and purposeful collaborative learning experiences with the device may take learning to new levels of engagement. The functionality offered by the iPad, with its mobility and ubiquitous applications, may be the spark to ignite a movement toward innovation that empowers and enriches students’ authentic, high quality learning experiences.

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Can children create new and authentic knowledge?

Bereiter, Carl;  Scardamalia, Marlene. (2010) Can Children Really Create Knowledge? Canadian Journal of Learning and Technology, v36 n1 Fall 2010.

Can children genuinely create new knowledge, as opposed to merely carrying out activities that resemble those of mature scientists and innovators? The answer is yes, provided the comparison is not to works of genius but to standards that prevail in ordinary research communities. One important product of knowledge creation is concepts and tools that enable further knowledge creation. This is the kind of knowledge creation of greatest value in childhood education. Examples of it, drawn from elementary school knowledge-building classrooms, are examined to show both the attainability and the authenticity of knowledge creation to enable knowledge creation.It is mainly achieved through students’ theory building, and it is a powerful way of converting declarative knowledge to productive knowledge

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