GLOCLIL_Asikainen
•Télécharger en tant que PPTX, PDF•
0 j'aime•353 vues
intervento di Tuula Asikainen - Summer University of Lapland Cremona, 25.ott.2011 convegno "GLOCLIL, fron thoery to practice in the global village"
Recommandé
Contenu connexe
Plus de Nadia Manclossi
Plus de Nadia Manclossi (7)
Dernier
Dernier (20)
GLOCLIL_Asikainen
- 1. CLIL Practice and the Digital Divide Challenges and Opportunities CLIL: From Theory to Practice, Italy Tuula Asikainen, October 2011
- 2. Introduction Challenges: Trends Shaping Education Growth of technology / digital divide Opportunities: Making the most of what we have Unlearning and learning Building professional competence
- 4. Trends Shaping Education 2010 edition http://www.oecd.org
- 5. The dynamics of Globalization
- 7. The Changing World of Work
- 9. ICT – the Next Generation
- 10. Exponential growth of technology
- 11. The past 3000 years on a 24 - hour clock 60 minutes = 50 years
- 13. digital divide knowledge divide generation divide
- 14. Digital divide
- 15. Homo Sapiens Homo Zappiens conventional speed high speed mono tasking multi tasking linear approaches non linear approaches reading skills first iconic skills first stand alone connected competitive collaborative learning by absorbing learning by searching separating learning and playing learning by playing learning by internalizing learning by externalizing focused on reality using fantasy
- 16. Digital divide Expression of self Personalization Winning by sharing Peers as reference Power to the user
- 19. Digital divide
- 22. The Internet Generation Embracing social media rather than banning it.
- 23. The Internet Generation Social Media is Not Going Away…. Let’s not fight a losing battle. … moving with the students, rather than moving against them.
- 24. The Internet Generation When students are engaged, they learn better.
- 25. The Internet Generation in Lapland, Finland 2010-2011 Study on students’ - use of social media - languages they need and practice while using web2.0 - attitudes to languages, language learning in and out of school, and - estimates on language needs in the future
- 26. Digital divide
- 27. Englantia en tarvitse työssäni matkustaessa perheeni kanssa ystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani 145 118 111 69 58 14 9 englanti
- 28. Ruotsia en tarvitse työssäni matkustaessa perheeni kanssa ystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani 99 69 59 40 28 14 10 ruotsi
- 29. Venäjää en tarvitse työssäni matkustaessa perheeni kanssa ystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani 121 34 15 6 1 2 2 venäjää
- 30. Saksaa en tarvitse työssäni matkustaessa perheeni kanssa ystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani 111 46 19 10 8 6 2 saksaa
- 31. Ranskaa en tarvitse työssäni matkustaessa perheeni kanssa ystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani 145 118 113 111 69 58 14 ranskaa
- 32. Saamea en tarvitse työssäni matkustaessa perheeni kanssa ystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani 120 18 17 15 11 8 9 saamea
- 33. From classroom-based instruction to learning environments, and individual learning paths and learning spaces?
- 34. Learning environment (vs. classroom-based instruction) • active,self-directed learning • authentic • interaction-oriented • problem-oriented • holistic and of longer duration • networked learning
- 36. Comenius courses for professional development and lifelong learning Activating New Technologies for CLIL Practice (FI-2012-105-001) Granada, Spain 14-18.5.2012 Good CLIL Science Practice (FI-2012-102-001) Barcelona, Spain 21-15.5.2012 Good CLIL Materials (FI-2012-104-002) Rovaniemi, Finland 11-15.6.2012 Good CLIL Materials – Advanced (FI-2012-103-001) Galway, Ireland 18-23.6.2012
- 37. `Would you tell me, please, which way I ought to go from here?' ’That depends a good deal on where you want to get to,' said the Cat. I don't much care where--' said Alice. Then it doesn't matter which way you go,' said the Cat. --so long as I get somewhere,' Alice added as an explanation. ’Oh, you're sure to do that,' said the Cat, `if you only walk long enough.'
- 38. Grazie! Kiitos! Thank you for your attention!
Notes de l'éditeur
- the educational benefits of social media far outweigh the risks, and they worry that schools are missing out on an opportunity to incorporate learning tools the students already know how to use.
- the educational benefits of social media far outweigh the risks, and they worry that schools are missing out on an opportunity to incorporate learning tools the students already know how to use.Beginnings of the internet era in schools - ???? can you imagine a school not connected to the Internet now?
- Safe Social Media Tools Are Available — And They’re Free…When you get into the working life, in business life in particular… All of a sudden it’s like, ‘OK, work with this group of people.’It’s collaborative immediately. And we come unprepared to collaborate on projects.Social media as a teaching tool has a natural collaborative element. Students critique and comment on each other’s assignments, work in teams to create content, and can easily access each other and the teacher with questions or to start a discussion.Nobody would dispute that the risks of children using social media are real and not to be taken lightly. But there are also dangers offline. The teachers and parents who embrace social media say the best way to keep kids safe, online or offline, is to teach them.
- Communication in the mother tongueCommunication in foreign languagesMathematical competence and basic competences in science and technologyDigital competenceLearning to learnSocial and civic competencesSense of initiative and entrepreneurship Cultural awareness and expression