This post is part of the #JuneEdTechChallenge series.
The final day of the #JuneEdTechChallenge asks you to showcase your EdTech Journey so I created an infographic of some of the key moments in my personal EdTech journey.
Part of the series for the #JuneEdTechChallenge.
For those who prefer real text or require a screen reader here is the text from the infographic. Also with links and images. Continue reading Day 30: Showcase your EdTech Journey
This post is part of the #JuneEdTechChallenge series.
The WCC.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
From 2006.
Wouldn’t it be nice if all learners in an educational environment had access to a wireless laptop and free wireless access to their digital resources at a time and place to suit their needs.
The reality is that learners don’t always have access to what we as practitioners would like them to have.
However, they do have access to some mobile digital devices which could be used, these include mobile phones, iPods, mp3 players, portable video players, PSPs… These devices are used extensively for entertainment, but rarely used for learning.
However, though many of these have limited web access, most are unsuitable for viewing traditional webpages, can not access a VLE or e-learning content, and often can’t read PDFs, Word Documents, PowerPoint presentations, or other complex documents.
Virtually all however can read images, short video clips and some have the potential for interactive content.
Most will work fine on buses, trains, planes, cars and even on foot, using a laptop or desktop in this way can be problematic…
The question is how does a practitioner convert and distribute content to their learners in the preferred format easily and quickly?
How can a learner access this content easily and quickly?
How can you ensure that mobile content will enhance the learning experience for learners?
Some devices have communication facilities, e-mail, SMS, MMS, Video, how does the practitioner interact with the potential learning activities which can utilise this functionality?
The WCC core team working with our partner colleges have been investigating the means and mechanisms to ensure that practitioners can both easily work with content for these mobile and portable devices, but also that the learners can access this content.
We shall demonstrate the processes been developed and implemented to allow learners to access their learning content and activities at a time and place to suit their needs.
We shall show how the WCC shared VLE is being used to host this converted content and distributing it to the learners.
There will also be some discussion on the use of similar processes being used for home based digital devices such as DVD players and media streamers.
The submission will be a short paper (webpage format) with examples of content for various mobile devices being made available for download and use.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
I have seen many hot fads over the years, people focus on something and assume it will radically change education.
Usually they don’t!
Second Life
Google Glasses
MOOCs
Flip Cameras
iPad
Netbooks
Prezi
Ning
OER
Digital Badges
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
Probably this recent blog post by @Lawrie and @nicwhitton.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
My EdTech Klaxon goes off each time I hear the term Digital Natives. This thoroughly debunked term for labelling young people is often used to describe how the fact that as young people use digital technology then they are extremely competent in using digital technology for all aspects of their life, and in the case of students for teaching and learning.
The reality is that digital is not static, it is a constantly moving feast, the technology or digital tools they grew up with is not necessarily the technology and digital tools they will use today.
Also just because you are confident in the use of say, one consumer technology, this doesn’t mean you have the skills, capabilities and confidence to use all digital tools and technologies. This is very much the case with educational technologies.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
TALL blog » Blog Archive » Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’ by
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
I could say the iPad I got, but it was a prize, so guessing doesn’t count.
I really loved my Cambridge University Press mug I got at UKSG in 2011. I used for many years across three jobs and then it got smashed.
I’ve always liked the pick and mix, or jars of sweets I have managed to swag at various conferences. They were always very much appreciated by the children at home, well those bags that managed to make their way home.
The really nice notebooks that seem to be the order of the day in the last few years have been useful as well.
I also liked the Canvas t-shirts which they use to give away.
The downside of online events over the last eighteen months has been that there has been no chance or opportunity to get some swag or merch.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
I use metaphors a lot when I am discussing edtech or delivering training.
One example that others use which I blogged about was steering a supertanker…
The reality is that steering a supertanker is quite easy and they are in fact highly manoeuvrable, they have to be to dock at refineries and ports across the world.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).
This post is part of the #JuneEdTechChallenge series.
I have no idea. Mainly as I use multiple devices and browsers.
On Chrome on my iMac, it would be Twitter, but on Safari it probably is something else.
On the iPad it’s probably BBC News, the Guardian or Wikipedia.
Though I didn’t post these posts each day in June (and to be honest I didn’t post it each day on the Twitter either) except the final day, I have decided to retrospectively post blog posts about each of the challenges and back date them accordingly. There is sometimes more I want to say on the challenge then you can fit into 140 characters (well 280 these days).