![iTechnology in MobileLearning & Teaching in the 21 st . Century - Ireland SITE 2009 Dr. Daithi Ó Murchú SITE 2009 [email_address] www.gaelscoil.com Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision](https://image.slidesharecdn.com/site2009finaldomurchu-12951057410946-phpapp01/85/Site-2009-Final-Domurchu-1-320.jpg)
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Site 2009 Final Domurchu
- 1. iTechnology in MobileLearning & Teaching in the 21 st . Century - Ireland SITE 2009 Dr. Daithi Ó Murchú SITE 2009 [email_address] www.gaelscoil.com Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision
- 2. Quo Vadis ?
- 3. No one knows anything
- 4. The overall educational challenge of today’s knowledge society is the enhancement of learning through and beyond M obile D igital I nformation and C ommunication T echnologie s , ( M-DICTs ) (ÓMurchú & Sorensen, 2009)
- 5. This global challenge requires creativity as well as innovation and change in educational psyche to identify didactic paradigms, which allow for transformative learning processes to unfold in real-time and virtual contexts in ways that truly provide quality in processes of learning at all levels, (Bates, 1999; Collis, 1996; Koschmann, 2002; Collis, 2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen, 2009). From an Irish perspective I will refer to M obile i - L earning ( MiL ) at all levels, evolving towards and beyond invisible M-DICTs.
- 6. For all intensive purposes i-learning is defined as being innovative, inclusive, integrative, imaginative, inspired, inventive, intuitive and ingenious learning, which utilises all forms of M-DICTs to enhance encultured learning in real and virtual settings and environments globally. (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, 2009).
- 7. All M i-learning ought to be, by definition, incitive as it challenges every educator, in each and every organisation, to resourcefully and skilfully debate, transform and adapt all technology usage to enhance the multiply-intelligenced individual in transforming his/her meaningful learning in an encultured and authentic fashion, (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, 2009).
- 8. “ Learning for learning's sake isn't enough . . . . We may learn things that constrict our vision and warp our judgment. What we must reach for is a conception of perpetual self-discovery, perpetual reshaping to realize one's goals, to realize one's best self, to be the person one could be.” Gardner (1983).
- 11. Instructor-Dependent PC a ‘nice to have’ Happy to wait Learn ‘What’ or ‘How’ Avoid discomfort Learn & Apply Independent Problem-solvers Technology a ‘must have’ Want immediate answers Start with ‘Why?’ Fearless Learn Apply UnLearn... 20th Century 21st Century
- 12. No Frontiers GainingVision MiL
- 13. The traditional learning model is not relevant to real student needs “ Learning to Learn =L2L2A ”
- 14. Prosumerism Prosumerism MiL MiLearning Constructionism Consructionism
- 19. Gaining Vision - MiL
- 20. Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision - Ireland Dr. Daithi Ó Murchú SITE 2009 [email_address] www.gaelscoil.com inspired inventive intuitive integrative ingenious inclusive imaginative innovative Dr.Daithí Ó Murchú M i L
Notes de l'éditeur
- 20 th Century Learning & employment: a linear journey along a road built for you.
- This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
- This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
- This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
- This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
- This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
- 20 th Century Learners versus 21 st Century Learners
- 21 st Century Learning - No Frontiers. You are the first generation who can go anywhere, do anything; and determine your OWN futures.
- The old barriers between ‘student’ and ‘teacher’ & between ‘creator’ and ‘consumer’ are breaking down. Learning is a shared experience and is a collaborative process.
- As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
- As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
- As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
- As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
- As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.