Online Chat —
The The emergence of Internet in our lives has been a complete change in the conception of perception of reality. So far specific interest groups drove us at will, showing us the good and bad, leaving the ostracism who did not share his principles. Radio, television, print media, were inoculated belt majority that thought promulgated by the establishment. Persuasion began as clear and explicit, as constestaria asimilábamos without any attitude, but as we were inundated with multiple messages, causing a low attention from the city, became more subliminal, playing the movie icons, idolized by their many followers, how we had to live or think. And almost without realizing it, we became stalwarts of this style. Transforming into a mass submissive, preoccupied with personal problems, with almost no time to think or ponder whether they should be or not those things. If we knew only a vision, we could not miss what we did not know. It was a one-way communication: of authority to the man in the street. And rarely was breaking some kind of rebel, quickly discriminated by society, employing the various types of leveling mechanisms, to stop labeling her as mad maverick. But now the Internet makes it possible for minorities to pass on their theories, the same news can appear in different ways to interpret, transcribed according to the ideology of the editor, updated with a hitherto unthinkable immediacy. Free information for a free society in the network. However rare it may be the love of an individual in all likelihood there will be someone on the planet to share it, explain pudiéndola others in forums, chats, blogs A few days ago a neighbor referred us to a link that was given a notice concerning the status and progress of the works of the train. Since he was in another post, here you have the link so you can access A few days ago I found myself updating our Facebook a call to chat. They were our For today's session we attended Angel Encinas recent weeks that has facilitated the workshop on how to work with Social Science of Web 2.0 resources. Now that most of the teachers has a facebook account (the "Web 2.0 evangelist" as Piscitelli) and technology is increasingly obscured, it is urgent to get the big questions to avoid falling in the top of the Prince of Lampedusa : change everything so that nothing changes. We need, therefore, what I call in the presentation of CAAT "position the compass" for it formulándonos fundamental questions about the Web 2.0. Why? How should change our role as teachers?, How to adapt content, methods, criteria and evaluation procedures to the new situation, where do I move forward with firm steps?, By what means?. Like it or not, our students use the Web extensively and are developing a new cognitive style, very unsuitable for normal behavior in the classroom … Like it or not, they and society as a whole are asking us to generalize a "new" educational paradigm in which students are always active, learn differently and with other media, and do so with their peers. Like it or not, we are asked to participate in multiple literacy demands of the information society. We can not stay in what makes Facebook and increasingly corporations on the Web. It is possible that everything that we do is summed up in one word: SHARE, encourage them to move from Web 2.0 limited, which reduces routine and consumer experts, to another, the expanded Web 2.0, which are formed as creative CITIZENS , critical and participatory. I think we all agree on the starting point, but working conditions greatly limit us. The organizational structures of the centers are a strong handicap. If assessment procedures make the whole process of teaching / learning activity Do we Web 2.0 "up note" in a context where the key is still the traditional REVIEW?. Sure, Carmela. The problem is which and how many. There are to be reduced to make way for the activity, processes, procedures. Why Web 2.0?, Why do the same, to continue with the same teacher-student roles, only a more attractive and "interesting" for students?. What we have to change us?. Good afternoon. I think what needs to change is the focus. With so much information, we show students how to organize, synthesize .. The tools are a useful, but they will not solve this basic problem. Assessment should be transparent. I mean, the student must know the scales under which they will be graded. Sometimes we sin of vagueness. For example, in an activity with a 2.0 tool must have scales to matters of substance and form. Lourdes exact, we must guide them in learning to learn, know how to select information and value judgments and each assessment should be recorded the score to be assigned for each task – Here I was also offline. The development of rubrics, in fact, is the challenge we have in each activity so that students are clear about what they are told. Mine too, Ileana. Do not let me participate. That said earlier experience with rubrics (criteria organized by teachers and worked with students) and the interpretation of the curriculum as a set of skills to develop. I think the assessment of the evaluator are the same results of the evaluated .. if most knew we move forward, conversely if we have to relive special strategies. I think that's the key headings. Only if the objectives are online chat clear, you can develop a conscience, which is a guarantee that the whole process is consistency. If assessment procedures make the whole process of teaching / learning activity Do we Web 2.0 "up note" in a context where the key is still the traditional REVIEW?, Should we continue giving priority to the storage in an area where has so much prestige?. True, Peter. The challenge, as I have often stressed the TAAC is to get students to turn passivity into protagonists of their learning. And that means more work for them. Students are grouped by electives that usually define profiles like it or not. When many teachers have problems in a group does not have to look to the teacher. Dealing with a material that does not heal like in general. One approach that best result I get to push the student to transform information into knowledge is to require them to write in first person. If the sequences are well defined learning, memorization of key concepts is done in context. If the assessment is competence, the students must show that you understand the concepts in the context of classical education should respond memorÃsticamente. How many students do you have?, Should you give at least a number of topics to bind to the next grade? If you have 25 guys, just an exercise you miss several weeks of exposure. Let your feet on the ground. it makes little sense that the tools we have available today continues to be used both as textbooks ago. no, because they never or very rarely be left to students themselves build their knowledge using the possibilities that this support. Textbooks or notes or the dictates of the teacher come to the same thing and are necessary as a matter of time. The myth that they develop their contents would not move forward. Do not live in the clouds. Work for projects. Now my students are following the 4 th anniversary of the 1812 Constitution. My role: support and guidance. Is your work. I ask the virtual work of research carried produccuón 2 weeks and PPT groups that defend their position on the front with a set time of 15 minutes as covering several curriculum issues in 3 weeks at most four is completed the unit and all involved. Yes it is a myth if you will do as a system generally along a course. 1 of the ESO connects with 2 in the story, I have the right to begin the following year without having a minimum basis on which to start because we threw one months doing a study of Atapuerca?. What tools do you consider essential for progress in the right direction without glare, What to do with so many shiny tools the Web is continually making available to us?. Peter is pitiful meet with students in 4th year with excellent grades 1 and 2 that do not know where historical ages. Its mechanical memorization rejected what they learn to make your note. Depends what you want to learn, if the chronological sequence, human development or a global view of things and their structure. I speak of the passage of 1 ° to 2 ° no two courses later. If your not labored in Greece 1, due to time and give Renaissance 2, the student simply and without linking scattered ideas. Unless either des Renaissance in 2nd for being a month with the Camino de Santiago. Is it permissible for a student (and those who work do retain) does not even sound the name of Michelangelo for being with 3 themes throughout the course to build knowledge?. Victor does not think a thing remove the other a chronological order will reveal the evolution of man from the facts that marked changes, others are looking at the books, you must understand the cause consequence and not the detail disjointed. Nobody talks to systematically throughout the agenda but to build knowledge is an unattainable myth right now with 3 hours per week. And so we need a base (textbook, presentation), and the lecture is necessary. Talking about chimeras looks great but does not work. Peter certainly agree essentially: book presentation and lecture. The problem arises if we reduce that, as usual, and we require the student to put it on paper, the more accurate the better. It is assumed that the students we have 50 years we are well formed according to the system posed by rote Peter. We could pass a test of the different areas with a high school level?. I am finishing a presentation to be made on a country incorporating political demographics .. I demand that the text is structured (resembling a simplified diagram or concept map) and the base is the comment of documents. It took two weeks. Victor: I was referring to the expression we all use: we-are. We go to a new role in which besides giving them orient to seek and build. If we count the days in the year with the ongoing and planned based on that historical cycles, and eventually reach the target will be achieved and they will have constructed a logical structure. ¿Rote system? I do not defend it as the only way. The ultra-modern pedagogy fundamentalism seems to be no half measures and the fact that there does not exist. From 14 to 17. The wisdom, Peter, is precisely to find what you say: use wisely and variety methodologies and activities, both teacher and student. We're doing a blog together computer science, English and social. The results are depressing. And they are in theory building. Go to a minimum. The technology does not mean that children will change. It is encouraging some to them and vary the pace of the class but no. I'm from Argentina and the generation of concept maps does not give very good results, since not given as matter, which itself is done in other countries, such as study skills and more. we work with some key dates, according to each country, the rest is sooner or later .. let's not ask what we can not store data and will only be stored in watertight compartments of memory without power transfer today. Depends on the proposed tasks and that the process of each task has good scaffolding helps students well in step by step to follow. True, Victor. So now I work only at ESO. My 4 pupils discussed texts, while in high school 2 of the University are required rote agenda. When selecting the "keywords" for each item in the draft curriculum bimodal really helps me think about what I know my colleagues in the staff room. I do not advocate memorization, since I myself do not, but we need an information base that can not otherwise acquire, the alphabet, writing, tables and mathematical rules, grammar rules. the idea should be, I think, give new meaning to create environments and proposals (via tools) for students to connect, compare with their peers discutay .. the information is. and in the field of Cs is impossible grasp Soc .. Bauman reminds me. settled society. if I can order some "memory" is within a framework of relationships, not to mention the continued support of the maps and the topography and climate conditioned many facts of history, we get excellent results that remain. This is the fourth week, right. I invite all of you to participate. Look what we do most of us, we are participating in a chat like this. Why are they so difficult to engage the teachers?. In its replies are the problems of our students. Victorian, I disagree with you, I am a professor of social work and child but not "impose" anything, try to teach pricipio learn from, and believe me you can. Personally I am very satisfied because I TAAC has shown how the change is seen especially in the lower levels, not subject to the disciplinary whip of high school seniors. I invite you to continue trading this week at least in the comments of CAAT. They allow us to present ideas and proposals calmly. Some are a little slow. My concern, again, is how to achieve conceptual change .. that is so resistant to the CSS. I think the tools to put ourselves in the problem (eg augmented reality, there was a great webinar here) are of immense help. I've read more quiet chat. And I found very interesting, although I am in children (now in 5 years), I think you should start to change from below. We can not ask students to think, discuss, they are willing to work together if they have never or almost never. If we see the contents .. nursery and primary children spend 3 years with the 4 seasons, which are widened in the first cycle of primary school. And he sees the teacher as the sole bearer of knowledge, or the web, or books .. Project work in my classroom and there are always people who come and give us their knowledge of the subject we are working .. And I meet all the curriculum! AND WIDE .. Well hang on the blog of CAAT, my experiences and reflections (I recognize that is not what they do most). We live in a world increasingly governed by time, driven by new technologies. Are saturated with information. We demand and expect immediate answers and quick fixes. We reserve time for other things, and even less for reflection, dialogue, critical thinking or working with the tensions between theory and practice .. The changes do not reside only in a particular methodology, but also in how to consider and address issues pertaining to the practice and relationships with students and the environment. Generally we offer solutions before we have formulated critical questions. We must learn to ask questions to understand problems, to go beyond them and try to solve them. What is our perception of who is, who can and who should be the student / a? What is really what we want to learn? What style of learning are our students? And us, as we learn? ¿We encourage students to ask questions, they raise a question?. Peter felt the frustration in his words. In the speeches "the construction of knowledge by students" is a fixed, but when talking with colleagues in the staffroom Peter's phrase resonates loudly "The myth that they develop their content would make it impossible to advance . not live in the clouds. "I strongly believe in the idea that students produce knowledge. I also know that when we are professiona to that north, unique among the body that accompanies the course is somewhat slower pace. They themselves realize that one is dislocated from the rest. That makes them doubt and therefore fall into passivity. Doubt plays for them. I feel many times that at any moment to defend my way. And I doubt. But when I am in groups like this again in hopes of knowing I'm not alone. That we are becoming. Is it permissible for a student (and those who work do retain) does not even sound the name of Michelangelo for being with 3 themes throughout the course to build knowledge?. Give debate the major issues that have studied different for me the important thing. Perhaps small to lack of details but the discussion and sharing of views consider relevant.