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1. In this module we learned teachers require a different shift in the mindset to deal all the technologies in the classroom.
2. Provide opportunities for practicing teachers to tinker to digital tools and adapt them to your needs.

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What are the main reasons for using new technologies in the EFL classroom? What are the challenges/drawback? How can we solve them?

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What are the main reasons for using new technologies in the EFL classroom? What are the challenges/drawback? How can we solve them?

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The reasons are to get them the opportunity to create, to personalize the experiences, to think differently, to engage in other skills, to communicate well, to collaborate with each other.
The first challenge is the limitation of knowledge of technology, other is in terms of bad infrastructure, or sometimes is prohibited by law the use of phones in the classroom, another is the restriction by parents for children have more privacy or they think using technology is just to play games.
One way to minimize these resistances is showing to parents  what students did before theused technology, like videos, blogs, etc. Starts small, begin with a simple idea in your classroom and the school will see the advantages. Teachers have to think about privacy.

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It's important be familiar with technology but  it's  not a rule,you can't domain everything, on the other hand there are people who are   resistant to technology (technophobes).
Tech-savvy: Someone who is an expert in technology.
"The guide on the side": methaphor that represent the teacher's role in the classroom with new digital tools today.Everybody can contribute, so sharing  has become much more lateral than vertical.
Tools should be used  with a pedagogical gain,
as teacher, we might to put them  in a direction and guide them to  a critical thinking.
When we deal with information, learning  takes place in six level according to Bloom's taxonomy.
HOTS - Higher Order thinking skills.(Create, Evaluate, Analysis)
LOTS - Lower Order thinking skills.(Apply, Understand, Remember)

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It's a fictional page, it looks like Facebook, but you don't have to put your information.
It's give students a chance to explore it without  create an account but show how it works and protect them outside world so stimulate the student think about privacy.

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Russel Tarr, International School of Toulouse

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ClassTools.net: Create your own interactive learning resources

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Dozens of templates, quiz generators and learning tools for use in the classroom

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Petya Petrova - Fotolia

It's important to understand the differences between synchronous vs. asynchronous communication and how these communication types apply to program execution and systems design. Let's start with an easy-to-understand example and then look further into the details.

Synchronous vs. asynchronous communication

In synchronous communication multiple parties are participating at the same time and wait for replies from each other. One way to visualize the concept of synchronous communications is to imagine a real-time online chat session in which you exchange messages with a live customer support specialist to get help for your broken toaster oven.

Before message exchange in this synchronous scenario can begin, the sender and receiver must establish a communications session and agree which party is going to be in control. Once the session is established, the two-way, give-and-take conversation occurs in actual time. When you type and send a chat message, the party at the other end is present and actively waiting to receive or hear your message and then immediately respond to it. Both parties are working together at the same time with their clocks in lockstep (time zone differences notwithstanding) -- in other words, synchronized.

Asynchronous communication is different. For example, it occurs when that toaster oven manufacturer doesn't offer real-time chat, forcing you instead to send an email message to a company's tech support department. The recipient is neither expecting nor waiting for an incoming message and therefore may not get to it right away.

Consequently, a delay -- perhaps a day or two -- can occur before the company gets around to sending a reply. A similar example based on snail mail would likely take even longer: days for the message to be sent and received, more time to create and send a reply, and several more days for that reply to be delivered to you. The two parties are not working together in real time and may even be unaware of each other. Their efforts are not synchronized with each other and are therefore said to be asynchronous.

The same principles apply to execution of program code, although the time span in these cases is generally in milliseconds rather than days.

Synchronous vs. asynchronous execution

As an application runs, it may generate a message or make a call to a function, microservice or API. In a synchronous execution design, that software sits idle and performs no further action until it receives a return message, value or other data. A common example of synchronous execution occurs when using an app to purchase a product online and the system generates a query to determine if adequate inventory is available. The app waits for a response before allowing you place the order.

Conversely, code that continues to run after generating a message or call is in an asynchronous execution mode. Simple examples of asynchronous execution are a printer's embedded software sending out a low-toner alert while continuing to print or a manufacturing application that monitors an industrial furnace and continually sends out messages that report the temperature. In this case, it would be up to other programming logic to take action when reported temperatures fall below or rise above a predefined acceptable range.

Synchronous vs. asynchronous methods each have potential benefits and drawbacks.

Other issues and challenges

In a research first published in 1992 and updated in 2002, two researchers noted that "clock skew is recognized as a key factor for the performance of synchronous systems." This phenomenon can cause problems in densely designed systems and computer chips when a signal arrives at different components at different times.

Remote synchronous replication dictates that read-and-write operations occur in perfect lockstep.

Consequently, a key challenge in asynchronous execution is ensuring that the clocks of all participants and constituent components or modules remain synchronized. For human interaction, such as a live chat session, such skew is not important. However, in synchronous execution, read-and-write storage operations are likely to occur milliseconds (or less) apart, so proper clock synchronization is essential in guaranteeing that I/O operations occur in the correct order.

Another challenge is the need to correlate multiple data streams that encompass both synchronous and asynchronous collection methods. Especially acute in the area of data mining and streaming analytics, dealing with this issue through the technique of singular value decomposition was examined in research first published in 2002.

With the advent of cloud computing and the ensuing desire to move both primary data storage and backup services off premises, a new challenge has appeared. Remote synchronous replication dictates that read-and-write operations occur in perfect lockstep to the primary data storage location as well the data backup location.

Next Steps

Is asynchronous video a prescription for good health?

Learn how to support asynchronous and synchronous Web services using J2EE

Discover the pros of asynchronous replication

Dig Deeper on Service orchestration

Joel Shore asks:

In what application-development scenarios did you resort to either synchronous or asynchronous programming logic?

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Synchronous vs. asynchronous communication: The differences

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Petya Petrova - Fotolia It's important to understand the differences between synchronous vs. asynchronous communication and how these communication types apply to program execution and systems design. Let's start with an easy-to-understand example and then look further into the details. In synchronous communication multiple parties are participating at the same time and wait for replies from each other.

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You can review the previous lesson to recall information using keywords.

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You can review the previous lesson to recall information using keywords.

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Asking to create a history, create sentences, you can  use keywords to recycle language, for listening, to pre teach the language before they listen, or maybe introducing a new topic, to get them attention, to make connections and so on.
You can use Word clouds...

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WordItOut – enjoy word clouds, create word art & gifts

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Easy to make custom word art. Thousands enjoy every day. Fast & secure. WordItOut, the free word cloud generator online since 2010.

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The way we do something  to achieve a task or to get solution for a problem.
So we want our students to do something and even if we don't have resource or infrastructure we might to implement something to change the situation.

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the practical application of knowledge especially in a particular area : engineering; a capability given by the practical application of knowledge; a manner of accomplishing a task especially using technical processes, methods, or knowledge... See the full definition

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Technology ("science of craft", from Greek τέχνη, techne, "art, skill, cunning of hand"; and -λογία, ) is the sum of techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation. Technology can be the knowledge of techniques, processes, and the like, or it can be embedded in machines to allow for operation without detailed knowledge of their workings. Systems (e.g. machines) applying technology by taking an input, changing it according to the system's use, and then producing an outcome are referred to as technology systems or technological systems.

The simplest form of technology is the development and use of basic tools. The prehistoric discovery of how to control fire and the later Neolithic Revolution increased the available sources of food, and the invention of the wheel helped humans to travel in and control their environment. Developments in historic times, including the printing press, the telephone, and the Internet, have lessened physical barriers to communication and allowed humans to interact freely on a global scale.

Technology has many effects. It has helped develop more advanced economies (including today's global economy) and has allowed the rise of a leisure class. Many technological processes produce unwanted by-products known as pollution and deplete natural resources to the detriment of Earth's environment. Innovations have always influenced the values of a society and raised new questions in the ethics of technology. Examples include the rise of the notion of efficiency in terms of human productivity, and the challenges of bioethics.

Philosophical debates have arisen over the use of technology, with disagreements over whether technology improves the human condition or worsens it. Neo-Luddism, anarcho-primitivism, and similar reactionary movements criticize the pervasiveness of technology, arguing that it harms the environment and alienates people; proponents of ideologies such as transhumanism and techno-progressivism view continued technological progress as beneficial to society and the human condition.

Definition and usage

The use of the term "technology" has changed significantly over the last 200 years. Before the 20th century, the term was uncommon in English, and it was used either to refer to the description or study of the useful arts or to allude to technical education, as in the Massachusetts Institute of Technology (chartered in 1861).

The term "technology" rose to prominence in the 20th century in connection with the Second Industrial Revolution. The term's meanings changed in the early 20th century when American social scientists, beginning with Thorstein Veblen, translated ideas from the German concept of into "technology." In German and other European languages, a distinction exists between technik and technologie that is absent in English, which usually translates both terms as "technology." By the 1930s, "technology" referred not only to the study of the industrial arts but to the industrial arts themselves.

In 1937, the American sociologist Read Bain wrote that "technology includes all tools, machines, utensils, weapons, instruments, housing, clothing, communicating and transporting devices and the skills by which we produce and use them." Bain's definition remains common among scholars today, especially social scientists. Scientists and engineers usually prefer to define technology as applied science, rather than as the things that people make and use. More recently, scholars have borrowed from European philosophers of "technique" to extend the meaning of technology to various forms of instrumental reason, as in Foucault's work on technologies of the self ( techniques de soi).

Dictionaries and scholars have offered a variety of definitions. The Merriam-Webster Learner's Dictionary offers a definition of the term: "the use of science in industry, engineering, etc., to invent useful things or to solve problems" and "a machine, piece of equipment, method, etc., that is created by technology." Ursula Franklin, in her 1989 "Real World of Technology" lecture, gave another definition of the concept; it is "practice, the way we do things around here." The term is often used to imply a specific field of technology, or to refer to high technology or just consumer electronics, rather than technology as a whole. Bernard Stiegler, in Technics and Time, 1, defines technology in two ways: as "the pursuit of life by means other than life," and as "organized inorganic matter."

Technology can be most broadly defined as the entities, both material and immaterial, created by the application of mental and physical effort in order to achieve some value. In this usage, technology refers to tools and machines that may be used to solve real-world problems. It is a far-reaching term that may include simple tools, such as a crowbar or wooden spoon, or more complex machines, such as a space station or particle accelerator. Tools and machines need not be material; virtual technology, such as computer software and business methods, fall under this definition of technology. W. Brian Arthur defines technology in a similarly broad way as "a means to fulfill a human purpose."

The word "technology" can also be used to refer to a collection of techniques. In this context, it is the current state of humanity's knowledge of how to combine resources to produce desired products, to solve problems, fulfill needs, or satisfy wants; it includes technical methods, skills, processes, techniques, tools and raw materials. When combined with another term, such as "medical technology" or "space technology," it refers to the state of the respective field's knowledge and tools. " State-of-the-art technology" refers to the high technology available to humanity in any field.

Technology can be viewed as an activity that forms or changes culture. Additionally, technology is the application of mathematics, science, and the arts for the benefit of life as it is known. A modern example is the rise of communication technology, which has lessened barriers to human interaction and as a result has helped spawn new subcultures; the rise of cyberculture has at its basis the development of the Internet and the computer. Not all technology enhances culture in a creative way; technology can also help facilitate political oppression and war via tools such as guns. As a cultural activity, technology predates both science and engineering, each of which formalize some aspects of technological endeavor.

Science, engineering, and technology

The distinction between science, engineering, and technology is not always clear. Science is systematic knowledge of the physical or material world gained through observation and experimentation. Technologies are not usually exclusively products of science, because they have to satisfy requirements such as utility, usability, and safety.

Engineering is the goal-oriented process of designing and making tools and systems to exploit natural phenomena for practical human means, often (but not always) using results and techniques from science. The development of technology may draw upon many fields of knowledge, including scientific, engineering, mathematical, linguistic, and historical knowledge, to achieve some practical result.

Technology is often a consequence of science and engineering, although technology as a human activity precedes the two fields. For example, science might study the flow of electrons in electrical conductors by using already-existing tools and knowledge. This new-found knowledge may then be used by engineers to create new tools and machines such as semiconductors, computers, and other forms of advanced technology. In this sense, scientists and engineers may both be considered technologists; the three fields are often considered as one for the purposes of research and reference.

The exact relations between science and technology, in particular, have been debated by scientists, historians, and policymakers in the late 20th century, in part because the debate can inform the funding of basic and applied science. In the immediate wake of World War II, for example, it was widely considered in the United States that technology was simply "applied science" and that to fund basic science was to reap technological results in due time. An articulation of this philosophy could be found explicitly in Vannevar Bush's treatise on postwar science policy, Science - The Endless Frontier: "New products, new industries, and more jobs require continuous additions to knowledge of the laws of nature ... This essential new knowledge can be obtained only through basic scientific research." In the late-1960s, however, this view came under direct attack, leading towards initiatives to fund science for specific tasks (initiatives resisted by the scientific community). The issue remains contentious, though most analysts resist the model that technology is a result of scientific research.

Paleolithic (2.5 Ma - 10 ka)

The use of tools by early humans was partly a process of discovery and of evolution. Early humans evolved from a species of foraging hominids which were already bipedal, with a brain mass approximately one third of modern humans. Tool use remained relatively unchanged for most of early human history. Approximately 50,000 years ago, the use of tools and complex set of behaviors emerged, believed by many archaeologists to be connected to the emergence of fully modern language.

Stone tools

Hominids started using primitive stone tools millions of years ago. The earliest stone tools were little more than a fractured rock, but approximately 75,000 years ago, pressure flaking provided a way to make much finer work.

The discovery and use of fire, a simple energy source with many profound uses, was a turning point in the technological evolution of humankind. The exact date of its discovery is not known; evidence of burnt animal bones at the Cradle of Humankind suggests that the domestication of fire occurred before 1 Ma; scholarly consensus indicates that Homo erectus had controlled fire by between 500 and 400 ka. Fire, fueled with wood and charcoal, allowed early humans to cook their food to increase its digestibility, improving its nutrient value and broadening the number of foods that could be eaten.

Clothing and shelter

Other technological advances made during the Paleolithic era were clothing and shelter; the adoption of both technologies cannot be dated exactly, but they were a key to humanity's progress. As the Paleolithic era progressed, dwellings became more sophisticated and more elaborate; as early as 380 ka, humans were constructing temporary wood huts. Clothing, adapted from the fur and hides of hunted animals, helped humanity expand into colder regions; humans began to migrate out of Africa by 200 ka and into other continents such as Eurasia.

Neolithic through classical antiquity (10 ka - 300 CE)

Human's technological ascent began in earnest in what is known as the Neolithic Period ("New Stone Age"). The invention of polished stone axes was a major advance that allowed forest clearance on a large scale to create farms. This use of polished stone axes increased greatly in the Neolithic, but were originally used in the preceding Mesolithic in some areas such as Ireland. Agriculture fed larger populations, and the transition to sedentism allowed simultaneously raising more children, as infants no longer needed to be carried, as nomadic ones must. Additionally, children could contribute labor to the raising of crops more readily than they could to the hunter-gatherer economy.

With this increase in population and availability of labor came an increase in labor specialization. What triggered the progression from early Neolithic villages to the first cities, such as Uruk, and the first civilizations, such as Sumer, is not specifically known; however, the emergence of increasingly hierarchical social structures and specialized labor, of trade and war amongst adjacent cultures, and the need for collective action to overcome environmental challenges such as irrigation, are all thought to have played a role.

Continuing improvements led to the furnace and bellows and provided, for the first time, the ability to smelt and forge gold, copper, silver, and lead - native metals found in relatively pure form in nature. The advantages of copper tools over stone, bone, and wooden tools were quickly apparent to early humans, and native copper was probably used from near the beginning of Neolithic times (about 10 ka). Native copper does not naturally occur in large amounts, but copper ores are quite common and some of them produce metal easily when burned in wood or charcoal fires. Eventually, the working of metals led to the discovery of alloys such as bronze and brass (about 4000 BCE). The first uses of iron alloys such as steel dates to around 1800 BCE.

Energy and transport

Meanwhile, humans were learning to harness other forms of energy. The earliest known use of wind power is the sailing ship; the earliest record of a ship under sail is that of a Nile boat dating to the 8th-millennium BCE. From prehistoric times, Egyptians probably used the power of the annual flooding of the Nile to irrigate their lands, gradually learning to regulate much of it through purposely built irrigation channels and "catch" basins. The ancient Sumerians in Mesopotamia used a complex system of canals and levees to divert water from the Tigris and Euphrates rivers for irrigation.

According to archaeologists, the wheel was invented around 4000 BCE probably independently and nearly simultaneously in Mesopotamia (in present-day Iraq), the Northern Caucasus ( Maykop culture) and Central Europe. Estimates on when this may have occurred range from 5500 to 3000 BCE with most experts putting it closer to 4000 BCE. The oldest artifacts with drawings depicting wheeled carts date from about 3500 BCE; however, the wheel may have been in use for millennia before these drawings were made. More recently, the oldest-known wooden wheel in the world was found in the Ljubljana marshes of Slovenia.

The invention of the wheel revolutionized trade and war. It did not take long to discover that wheeled wagons could be used to carry heavy loads. The ancient Sumerians used the potter's wheel and may have invented it. A stone pottery wheel found in the city-state of Ur dates to around 3429 BCE, and even older fragments of wheel-thrown pottery have been found in the same area. Fast (rotary) potters' wheels enabled early mass production of pottery, but it was the use of the wheel as a transformer of energy (through water wheels, windmills, and even treadmills) that revolutionized the application of nonhuman power sources. The first two-wheeled carts were derived from travois and were first used in Mesopotamia and Iran in around 3000 BCE.

The oldest known constructed roadways are the stone-paved streets of the city-state of Ur, dating to circa 4000 BCE and timber roads leading through the swamps of Glastonbury, England, dating to around the same time period. The first long-distance road, which came into use around 3500 BCE, spanned 1,500 miles from the Persian Gulf to the Mediterranean Sea, but was not paved and was only partially maintained. In around 2000 BCE, the Minoans on the Greek island of Crete built a fifty-kilometer (thirty-mile) road leading from the palace of Gortyn on the south side of the island, through the mountains, to the palace of Knossos on the north side of the island. Unlike the earlier road, the Minoan road was completely paved.

Ancient Minoan private homes had running water. A bathtub virtually identical to modern ones was unearthed at the Palace of Knossos. Several Minoan private homes also had toilets, which could be flushed by pouring water down the drain. The ancient Romans had many public flush toilets, which emptied into an extensive sewage system. The primary sewer in Rome was the Cloaca Maxima; construction began on it in the sixth century BCE and it is still in use today.

The ancient Romans also had a complex system of aqueducts, which were used to transport water across long distances. The first Roman aqueduct was built in 312 BCE. The eleventh and final ancient Roman aqueduct was built in 226 CE. Put together, the Roman aqueducts extended over 450 kilometers, but less than seventy kilometers of this was above ground and supported by arches.

Medieval and modern history (300 CE - present)

Innovations continued through the Middle Ages with innovations such as silk-manufacture (introduced into Europe after centuries of development in Asia), the horse collar and horseshoes in the first few hundred years after the 5th-century fall of the Roman Empire. Medieval technology saw the use of simple machines (such as the lever, the screw, and the pulley) being combined to form more complicated tools, such as the wheelbarrow, windmills and clocks, and a system of universities developed and spread scientific ideas and practices. The Renaissance era produced many innovations, including the printing press (which facilitated the communication of knowledge), and technology became increasingly associated with science, beginning a cycle of mutual advancement. Advances in technology in this era allowed a more reliable supply of food, followed by the wider availability of consumer goods.

Starting in the United Kingdom in the 18th century, the Industrial Revolution was a period of great technological discovery, particularly in the areas of agriculture, manufacturing, mining, metallurgy, and transport, driven by the discovery of steam power and the widespread application of the factory system. Technology took another step in a second industrial revolution ( c.  1870 to c.  1914) with the harnessing of electricity to allow such innovations as the electric motor, light bulb, and countless others. Scientific advances and the discovery of new concepts later allowed for powered flight and developments in medicine, chemistry, physics, and engineering. The rise in technology has led to skyscrapers and broad urban areas whose inhabitants rely on motors to transport them and their food supplies. Communication improved with the invention of the telegraph, telephone, radio and television. The late-19th and early-20th centuries saw a revolution in transportation with the invention of the airplane and automobile.

The 20th century brought a host of innovations. In physics, the discovery of nuclear fission has led to both nuclear weapons and nuclear power. Computers were invented and later miniaturized using transistors and integrated circuits. Information technology subsequently led to the birth in the 1980s of the Internet, which ushered in the current Information Age. Humans started to explore space with satellites (late 1950s, later used for telecommunication) and in manned missions (1960s) going all the way to the moon. In medicine, this era brought innovations such as open-heart surgery and later stem-cell therapy along with new medications and treatments.

Complex manufacturing and construction techniques and organizations are needed to make and maintain some of the newer technologies, and entire industries have arisen to support and develop succeeding generations of increasingly more complex tools. Modern technology increasingly relies on training and education - their designers, builders, maintainers, and users often require sophisticated general and specific training. Moreover, these technologies have become so complex that entire fields have developed to support them, including engineering, medicine, and computer science; and other fields have become more complex, such as construction, transportation, and architecture.

Philosophy

Technicism

Generally, technicism is the belief in the utility of technology for improving human societies. Taken to an extreme, technicism "reflects a fundamental attitude which seeks to control reality, to resolve all problems with the use of scientific-technological methods and tools." In other words, human beings will someday be able to master all problems and possibly even control the future using technology. Some, such as Stephen V. Monsma, connect these ideas to the abdication of religion as a higher moral authority.

Optimistic assumptions are made by proponents of ideologies such as transhumanism and singularitarianism, which view technological development as generally having beneficial effects for the society and the human condition. In these ideologies, technological development is morally good.

Transhumanists generally believe that the point of technology is to overcome barriers, and that what we commonly refer to as the human condition is just another barrier to be surpassed.

Singularitarians believe in some sort of " accelerating change"; that the rate of technological progress accelerates as we obtain more technology, and that this will culminate in a " Singularity" after artificial general intelligence is invented in which progress is nearly infinite; hence the term. Estimates for the date of this Singularity vary, but prominent futurist Ray Kurzweil estimates the Singularity will occur in 2045.

Kurzweil is also known for his history of the universe in six epochs: (1) the physical/chemical epoch, (2) the life epoch, (3) the human/brain epoch, (4) the technology epoch, (5) the artificial intelligence epoch, and (6) the universal colonization epoch. Going from one epoch to the next is a Singularity in its own right, and a period of speeding up precedes it. Each epoch takes a shorter time, which means the whole history of the universe is one giant Singularity event.

Some critics see these ideologies as examples of scientism and techno-utopianism and fear the notion of human enhancement and technological singularity which they support. Some have described Karl Marx as a techno-optimist.

Skepticism and critics

On the somewhat skeptical side are certain philosophers like Herbert Marcuse and John Zerzan, who believe that technological societies are inherently flawed. They suggest that the inevitable result of such a society is to become evermore technological at the cost of freedom and psychological health.

Many, such as the Luddites and prominent philosopher Martin Heidegger, hold serious, although not entirely, deterministic reservations about technology (see " The Question Concerning Technology"). According to Heidegger scholars Hubert Dreyfus and Charles Spinosa, "Heidegger does not oppose technology. He hopes to reveal the essence of technology in a way that 'in no way confines us to a stultified compulsion to push on blindly with technology or, what comes to the same thing, to rebel helplessly against it.' Indeed, he promises that 'when we once open ourselves expressly to the essence of technology, we find ourselves unexpectedly taken into a freeing claim.' What this entails is a more complex relationship to technology than either techno-optimists or techno-pessimists tend to allow."

Some of the most poignant criticisms of technology are found in what are now considered to be dystopian literary classics such as Aldous Huxley's Brave New World, Anthony Burgess's A Clockwork Orange, and George Orwell's Nineteen Eighty-Four. In Goethe's Faust, Faust selling his soul to the devil in return for power over the physical world is also often interpreted as a metaphor for the adoption of industrial technology. More recently, modern works of science fiction such as those by Philip K. Dick and William Gibson and films such as Blade Runner and Ghost in the Shell project highly ambivalent or cautionary attitudes toward technology's impact on human society and identity.

The late cultural critic Neil Postman distinguished tool-using societies from technological societies and from what he called "technopolies," societies that are dominated by the ideology of technological and scientific progress to the exclusion or harm of other cultural practices, values, and world-views.

Darin Barney has written about technology's impact on practices of citizenship and democratic culture, suggesting that technology can be construed as (1) an object of political debate, (2) a means or medium of discussion, and (3) a setting for democratic deliberation and citizenship. As a setting for democratic culture, Barney suggests that technology tends to make ethical questions, including the question of what a good life consists in, nearly impossible because they already give an answer to the question: a good life is one that includes the use of more and more technology.

Nikolas Kompridis has also written about the dangers of new technology, such as genetic engineering, nanotechnology, synthetic biology, and robotics. He warns that these technologies introduce unprecedented new challenges to human beings, including the possibility of the permanent alteration of our biological nature. These concerns are shared by other philosophers, scientists and public intellectuals who have written about similar issues (e.g. Francis Fukuyama, Jürgen Habermas, William Joy, and Michael Sandel).

Another prominent critic of technology is Hubert Dreyfus, who has published books such as On the Internet and What Computers Still Can't Do.

A more infamous anti-technological treatise is Industrial Society and Its Future, written by the Unabomber Ted Kaczynski and printed in several major newspapers (and later books) as part of an effort to end his bombing campaign of the techno-industrial infrastructure. There are also subcultures that disapprove of some or most technology, such as self-identified off-gridders.

Appropriate technology

The notion of appropriate technology was developed in the 20th century by thinkers such as E.F. Schumacher and Jacques Ellul to describe situations where it was not desirable to use very new technologies or those that required access to some centralized infrastructure or parts or skills imported from elsewhere. The ecovillage movement emerged in part due to this concern.

Optimism and skepticism in the 21st century

This section mainly focuses on American concerns even if it can reasonably be generalized to other Western countries.

The inadequate quantity and quality of American jobs is one of the most fundamental economic challenges we face. [...] What's the linkage between technology and this fundamental problem?

-  Bernstein, Jared, "It's Not a Skills Gap That's Holding Wages Down: It's the Weak Economy, Among Other Things," in The American Prospect, October 2014

In his article, Jared Bernstein, a Senior Fellow at the Center on Budget and Policy Priorities, questions the widespread idea that automation, and more broadly, technological advances, have mainly contributed to this growing labor market problem. His thesis appears to be a third way between optimism and skepticism. Essentially, he stands for a neutral approach of the linkage between technology and American issues concerning unemployment and declining wages.

He uses two main arguments to defend his point. First, because of recent technological advances, an increasing number of workers are losing their jobs. Yet, scientific evidence fails to clearly demonstrate that technology has displaced so many workers that it has created more problems than it has solved. Indeed, automation threatens repetitive jobs but higher-end jobs are still necessary because they complement technology and manual jobs that "requires flexibility judgment and common sense" remain hard to replace with machines. Second, studies have not shown clear links between recent technology advances and the wage trends of the last decades.

Therefore, according to Bernstein, instead of focusing on technology and its hypothetical influences on current American increasing unemployment and declining wages, one needs to worry more about "bad policy that fails to offset the imbalances in demand, trade, income, and opportunity."

For people who use both the Internet and mobile devices in excessive quantities it is likely for them to experience fatigue and over exhaustion as a result of disruptions in their sleeping patterns. Continuous studies have shown that increased BMI and weight gain are associated with people who spend long hours online and not exercising frequently. Heavy Internet use is also displayed in the school lower grades of those who use it in excessive amounts. It has also been noted that the use of mobile phones whilst driving has increased the occurrence of road accidents - particularly amongst teen drivers. Statistically, teens reportedly have fourfold the number of road traffic incidents as those who are 20 years or older, and a very high percentage of adolescents write (81%) and read (92%) texts while driving. In this context, mass media and technology have a negative impact on people, on both their mental and physical health.

Complex technological systems

Thomas P. Hughes stated that because technology has been considered as a key way to solve problems, we need to be aware of its complex and varied characters to use it more efficiently. What is the difference between a wheel or a compass and cooking machines such as an oven or a gas stove? Can we consider all of them, only a part of them, or none of them as technologies?

Technology is often considered too narrowly; according to Hughes, "Technology is a creative process involving human ingenuity". This definition's emphasis on creativity avoids unbounded definitions that may mistakenly include cooking "technologies," but it also highlights the prominent role of humans and therefore their responsibilities for the use of complex technological systems.

Yet, because technology is everywhere and has dramatically changed landscapes and societies, Hughes argues that engineers, scientists, and managers have often believed that they can use technology to shape the world as they want. They have often supposed that technology is easily controllable and this assumption has to be thoroughly questioned. For instance, Evgeny Morozov particularly challenges two concepts: "Internet-centrism" and "solutionism." Internet-centrism refers to the idea that our society is convinced that the Internet is one of the most stable and coherent forces. Solutionism is the ideology that every social issue can be solved thanks to technology and especially thanks to the internet. In fact, technology intrinsically contains uncertainties and limitations. According to Alexis Madrigal's review of Morozov's theory, to ignore it will lead to "unexpected consequences that could eventually cause more damage than the problems they seek to address." Benjamin R. Cohen and Gwen Ottinger also discussed the multivalent effects of technology.

Therefore, recognition of the limitations of technology, and more broadly, scientific knowledge, is needed - especially in cases dealing with environmental justice and health issues. Ottinger continues this reasoning and argues that the ongoing recognition of the limitations of scientific knowledge goes hand in hand with scientists and engineers' new comprehension of their role. Such an approach of technology and science "[require] technical professionals to conceive of their roles in the process differently. [They have to consider themselves as] collaborators in research and problem solving rather than simply providers of information and technical solutions."

Other animal species

The use of basic technology is also a feature of other animal species apart from humans. These include primates such as chimpanzees, some dolphin communities, and crows. Considering a more generic perspective of technology as ethology of active environmental conditioning and control, we can also refer to animal examples such as beavers and their dams, or bees and their honeycombs.

The ability to make and use tools was once considered a defining characteristic of the genus Homo. However, the discovery of tool construction among chimpanzees and related primates has discarded the notion of the use of technology as unique to humans. For example, researchers have observed wild chimpanzees using tools for foraging: some of the tools used include leaf sponges, termite fishing probes, pestles and levers. West African chimpanzees also use stone hammers and anvils for cracking nuts, as do capuchin monkeys of Boa Vista, Brazil.

Future technology

Theories of technology often attempt to predict the future of technology based on the high technology and science of the time. As with all predictions of the future, however, technology is uncertain.

In 2005, futurist Ray Kurzweil predicted that the future of technology would mainly consist of an overlapping "GNR Revolution" of genetics, nanotechnology and robotics, with robotics being the most important of the three.

References

Further reading

Ambrose, Stanley H. (2 March 2001). "Paleolithic Technology and Human Evolution" (PDF). Science. 291 (5509): 1748-53. Bibcode:2001Sci...291.1748A. doi:10.1126/science.1059487. PMID 11249821. Archived from the original (PDF) on 14 June 2007.

Huesemann, M.H., and J.A. Huesemann (2011). Technofix: Why Technology Won't Save Us or the Environment, New Society Publishers, ISBN 0-86571-704-4.

Kremer, Michael (1993). "Population Growth and Technological Change: One Million B.C. to 1990". Quarterly Journal of Economics. 108 (3): 681-716. doi:10.2307/2118405. JSTOR 2118405..

Kevin Kelly. What Technology Wants. New York, Viking Press, 14 October 2010, hardcover, 416 pages. ISBN 978-0-670-02215-1

Mumford, Lewis. (2010). Technics and Civilization. University of Chicago Press, ISBN 0-226-55027-3.

Rhodes, Richard. (2000). Visions of Technology: A Century of Vital Debate about Machines, Systems, and the Human World. Simon & Schuster, ISBN 0-684-86311-1.

Teich, A.H. (2008). Technology and the Future. Wadsworth Publishing, 11th edition, ISBN 0-495-57052-4.

Tooze, Adam, "Democracy and Its Discontents", The New York Review of Books, vol. LXVI, no. 10 (6 June 2019), pp. 52-53, 56-57. "Democracy has no clear answer for the mindless operation of bureaucratic and technological power. We may indeed be witnessing its extension in the form of artificial intelligence and robotics. Likewise, after decades of dire warning, the environmental problem remains fundamentally unaddressed.... Bureaucratic overreach and environmental catastrophe are precisely the kinds of slow-moving existential challenges that democracies deal with very badly.... Finally, there is the threat du jour: corporations and the technologies they promote." (pp. 56-57.)

Wright, R.T. (2008). Technology. Goodheart-Wilcox Company, 5th edition, ISBN 1-59070-718-4.

# data[].attributes.attachment_link.description
Technology ("science of craft", from Greek τέχνη, techne, "art, skill, cunning of hand"; and -λογία, ) is the sum of techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation.

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Technology is not new in the classroom, what is a revolution is what we can do with it.

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"A brief (and incomplete) snapshot of the past 100+ years of educational technology"

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Instructional Technology: Looking Backward, Thinking Forward

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A brief history of technology in education.
Technology is always part of classroom.

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A Brief History of Technology in Education

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Assignment - Create a brief video about educational technology. Here's my take on it...

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Add-on for Skpe that you can use in classroom.

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Add-on for Skpe that you can use in classroom.

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idroo:  add-ons that you can share screen. ( https://idroo.com/)
amolto : add-on that allows you record  audio(https://amolto.com/)

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Add-on - Wikipédia, a enciclopédia livre

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Esta é uma página de desambiguação que lista os artigos que podem ser associados a um ou vários títulos. Se uma ligação interna o conduziu até aqui, sugerimos que a corrija para apontá-la diretamente ao artigo adequado.

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You can play using Mystery Skype with other class to guess where they live. It's a funny way to learn about other cultures and improve critical thinking and communication skills.

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Educator Center Overview - Microsoft Learn Educator Center

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Microsoft Learn for Educators takes the best of Microsoft Learn online learning paths and helps you to bring instructor-led training materials from Microsoft into your courses. This program provides members with access to Microsoft ready-to-teach curriculum and teaching materials aligned to industry-recognized Microsoft Certifications.

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Some ideas about Technology in education.

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Some ideas about Technology in education.

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1. Technology enhanced education when it has made things easier, It brings more opportunities for students work with language out of classroom.Some teachers argue that they need to be more familiar and it brings more work for them to prepare things to use with your students.

2. Nowadays technology give us more control to share, save, edit, remove information and connect to students out of classroom.
3. Schools should have the mentality that these tools can contribute then they provide tools to use devices and training to use it.

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Does a new technology necessarily eliminate another?

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Does a new technology necessarily eliminate another?

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New technology  it is a complement to other.

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More than just using technology, it’s the role of the school to promote digital literacy making our students prepare to work with digital environment, giving capacity to deal with video, text, image, and multimedia.
We have to consider some aspects that involve digital literacy:
-skills to use devices;
-critical thinking and evaluation;
-e-safty : be careful sharing personal data;
-understanding: make a balance what we say, sometimes it sounds rude in other cultures.
-collaboration: not just physically but sometimes with people in the other side of the world.
-Curate: Choose and get students to choose information among so much information.
-Proficient communicator.
-Creativity: To be able think differently.

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Another areas important specially in education relating to digital literacy

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Another areas important specially in education relating to digital literacy

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-Visual literacy: Its important students to understand the message behide images.
In the past, we make student elicit information using images, so image was used just to give support. Now, with visual literacy image becomes object of study, I use image to get them to talk about or express opinions
-Transmedia: The idea to move from one media to the other.

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Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be "read" and that meaning can be through a process of reading.

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How digital literate  do you consider yourself? How can you work with digital literacy in EFL classroom?

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How digital literate  do you consider yourself? How can you work with digital literacy in EFL classroom?

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Asking in the right question so stimulate discussion, get them to think about more deep.

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Information Age
How we expect how to do things are different, so we also should to prepare our students to work differently. In the past, it seemed something static, now we consider renewing ideas, ongoing, learning have to be continuous, lifelong learning.
You have to make knowledge profitable.
From book Collective intelligence : "No one knows everything; everyone knows something" Pierri Lévy(1999).

Collaborative Problem solving skills:The problem can be solved easier  when we work together.

-Sharing is caring: The more you can share is better, but mention  did who you got it from.

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The late 20th century was a period of major social, economic and political changes. It was also a time in which there were big changes in knowledge - in how people see knowledge and how they use it. This period is now widely known as the beginning of the Knowledge Age - to distinguish it from the Industrial Age.

The Knowledge Age is a new, advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other 'tangible resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required.

As well as this (and this is very important for education), knowledge's meaning is changing. Knowledge is no longer being thought of as 'stuff' that is developed (and stored) in the minds of experts, represented in books, and classified into disciplines. Instead, it is now thought of as being like a form of energy, as a system of networks and flows - something that does things, or makes things happen. Knowledge Age knowledge is defined-and valued-not for what it is, but for what it can do. It is produced, not by individual experts, but by 'collectivising intelligence' - that is, groups of people with complementary expertise who collaborate for specific purposes. These changes have major implications for our education system.

How did all this come about? Why does it matter?

Very briefly: in agrarian or pre-industrial times, most people mainly needed 'know-how' kinds of knowledge. They learned this knowledge by participating in the everyday life and work of their community. Most people had no formal education.

In Industrial Age (20th century) societies, on the other hand, people needed different, more abstract - or 'know what' - kinds of knowledge. Schools were set up to deliver this kind of knowledge to the young, and mass education began. In Industrial Age schools, trained professionals package "know what' knowledge into a logical, controlled, cumulative sequence. Students are organized into age-related cohorts who receive this knowledge all together, in the same order, at the same pace. Industrial Age schools also teach social and citizenship skills. Students are disciplined to follow the rules and respect the authority of certain bodies of knowledge, and to follow the rules and respect authority in the society they live in. The schooling system is managed by a bureaucracy, set up to ensure the efficient and standardized functioning of all parts of the system. The efficiency of the system takes precedence over the needs of individual students. This one-size-fits-all system works reasonably well as a way of sorting people into the different kinds of worker-citizens needed by Industrial Age societies: however, it produces a great deal of 'wastage'.

Post-Industrial - or Knowledge - Age (21st century) people also need 'know what' kinds of knowledge. However they need more than this. They need to be able to do things with this knowledge, to use it to create new knowledge. The 'know-what' kind of knowledge is still important, but not as an end in itself. Rather, it is a resource, something to learn (or think) with. In the Knowledge Age, change, not stability, is a given.

Knowledge Age worker-citizens need to be able to locate, assess, and represent new information quickly. They need to be able to communicate this to others, and to be able to work productively in collaborations with others. They need to be adaptable, creative and innovative, and to be able to understand things at a 'systems' or big picture' level. Most importantly, they need to be to think and learn for themselves, sometimes with the help of external authorities and/or systems of rules, but, more often, without this help.

Because 'know what' and 'know how' kinds of knowledge have only a short shelf life, it is no longer viable to ask schools to 'fill up' students with all the knowledge they need beyond school. Nor is it viable to teach students any particular 'one best way' of knowing - or doing - things. Instead they need to teach students how to work out for themselves what to do.

Today's schools are organized to produce Industrial Age worker-citizens. If schools are to prepare young people for successful lives in the 21st century, they need to do things differently. 21st century schools need to develop different skills and dispositions from those that were required in the 20th century.

This can't be done simply by adding these 'new' skills and dispositions to the existing curriculum. Doing this would just add more to the already impossible workload of teachers, and it would not work to build a 21st century system. A new mindset is required, one that can take account of the new meaning of knowledge and the new contexts and purposes for learning this knowledge.

'21st century learning' is a shorthand term that draws together some of the ingredients of this new mindset. Read more about 21st century learning.

Click here for other sources/more information on all this. (Link to PowerPoint with commentary, and NZCER Press description of the Catching the Knowledge Wave book)

The changes outlined on this page are primarily economic and work-related. Education is, of course, about much more than simply preparing people for work. It has other important goals: for example, developing social and citizenship skills, providing equal opportunity, and building social cohesion. Expressed this way, these are 20th century goals. What might these goals look like in the 21st century context?

The shift to 21st century society involves much more than the economic changes outlined on this page - major social and political changes are also happening.

Click on the link to read more about some of the theories behind the shift to 21st century learning, or click one of the specific theories below.

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Shifting to 21st Century Thinking " The Knowledge Age

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The late 20th century was a period of major social, economic and political changes. It was also a time in which there were big changes in knowledge - in how people see knowledge and how they use it. This period is now widely known as the beginning of the Knowledge Age - to distinguish it from the Industrial Age.

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Academic is a reliable source but how reliable is this?
You have to check the source.

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Piccollage
Pinterest
QR Codes
Word it out
Whatsapp
Facebook

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Tagul word cloud art created by Isaid_gomezz

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You have to give choices to work together. When they face with difficulties we have to think about help them to build resilience, it's important when they learn language too.
Learning by doing, reflect the process.

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Classroom management will be a big issue when we integrate technology in the classroom.
How can I monitor the activity? How can we guarantee that students pay attention or how can we make sure that they actually are doing?
Encourage them to work in groups, sharing one device per group reduce the level of distraction and force collaboration among them.

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The idea that some activities place in background, for example the teacher is talking about subjects while students leave questions, I can see if students pay attention.
We can use todaymeet.com/socrative.com

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Digital Natives is fluent  because is what they already use every day, so they are familiar. If I'm fluent in a language, It's not necessary that I know how language work, there is no guarantee.

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When you're multitask you run risk of doing this:
" Jack of all trades and master of none"

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How can we bridge the gap between ourselves and our students when we use technology?

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How can we bridge the gap between ourselves and our students when we use technology?

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Getting students notice these diferences:
I'LL LOVE YOU( Pronunciation : All love you)
CENTER PAGE ( Pronunciation:  It's on the sent a page)
ALASKA TOMORROW( PronuntiationI will askher tomorrow)

Video to teach pronunciation:

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Generation C is irrelevant for age, it's a  connected Generation.
Since students are connected teachers should think how can we use it in our advantage.
With this connectivity we have possibilities of informal learning, when we learn something interacting.

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We often use phrases or words that we don't fully understand. Sometimes we even use words or phrases the meanings of which we are totally clueless. Aspeople with a passion for words and language, that is generally not viewed as a desirable trait.

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A Magazine Is an iPad That Does Not Work.m4v

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Kahoot! makes it easy to create, share and play fun learning games or trivia quizzes in minutes.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Some characteristics from Net generations.

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Some characteristics from Net generations.

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Netiquette: How we can behave online, it's varies from group to group, country to country.
You have to think about you are saying, avoid contravention contents, be respectful.

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Devices that we were used in periods of education.

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Devices that we were used in periods of education.

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The Evolution of Classroom Technology - Interactive Feature - NYTimes.com

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A history of classroom technology, from the writing slate to the electronic tablet.

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This charge shows the confict between traditional spelling and language used in texting.
BFN = Bye for now;
We need to get students be familiar in both forms.

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Randy Glasbergen - Glasbergen Cartoon Service

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My Education Cartoons are available at budget-friendly rates for magazines, newspapers, books, presentations, newsletters, websites, social media, greeting cards, advertising, calendars, textbooks, any kind of print or electronic media. To use a cartoon from my website, please contact me for authorization and a rate quote.

(Click any image below to enlarge gallery) The cartoons on this site are copyrighted by Randy Glasbergen and may not be used for any purpose without permission.
Education cartoons by Randy Glasbergen.
My online cartoon catalog offers a wide assortment of education cartoon topics: cartoons about education technology, cartoons about computers in the classroom, cartoons about elementary education, cartoons about high school education, cartoons about college, cartoons about tuition, cartoons about homework, cartoons about report cards, cartoons about grades, cartoons about testing, math cartoons, science cartoons, cartoons about language, cartoons about grammar, cartoons about teachers, cartoons about student teachers, cartoons about school safety, cartoons about school security, cartoons about school policy, cartoons about school administration, cartoons about school principle, cartoons about students, cartoons about book reports, cartoons about plagiarism, cartoons about Wikipedia, cartoons about the Internet, cartoons about Google, cartoons about continuing education, cartoons about tutoring, cartoons about school activities, cartoons about graduation, cartoons about school awards, cartoons about tenure, cartoons about school uniforms.

Published by many education magazines and textbook publishers, including Scholastic Scope, My Weekly Reader, Phi Delta Kappan, New York Teacher, ATA News, Teen Newsweek, McGraw-Hill, Oxford University Press, Pearson Education, John Wiley & Sons, Cengage Learning, Bedford St. Martins, Longman Publishers, Hodder Edcucation, Nelson Education, Kendall Hunt Publishing and many others.

Rates are based on usage and each request is answered personally. E-mail: randy@glasbergen.com

Education Cartoons by Randy Glasbergen.

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Education Cartoons - Randy Glasbergen - Glasbergen Cartoon Service

# data[].attributes.attachment_link.description
My Education Cartoons are available at budget-friendly rates for magazines, newspapers, books, presentations, newsletters, websites, social media, greeting cards, advertising, calendars, textbooks, any kind of print or electronic media. To use a cartoon from my website, please contact me for authorization and a rate quote.

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Speech from minister from Education from Brazil about the delay of education.

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Speech from minister from Education from Brazil about the delay of education.

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Speech from minister from Education from Brazil about the delay of education.

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We can not change how to deal with information, we have to stop comparing how we learn

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How do we are getting our students to learn.
For example..

About music, lyric's training allow to work on listening skills, motivate students, works on spelling.

www.lyricstraining.com

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Will technology ever substitute teachers?

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Will technology ever substitute teachers?

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For Sugatra, In terms in human element, it is irreplaceable.

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Collaborative construction of knowledge with technology

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Collaborative construction of knowledge with technology

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Prosumers:With new technologies at our diposal, students are all potential, producing knowledge.

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Changes the roles of teachers and learners. 

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Changes the roles of teachers and learners. 

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Partnership pedagogy : Exchange of knowledge.

Teacher:
-the guide on the side;
-questioner;
-instigator;

Students:
-specialist user  of technology;
-researcher.

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Power Point: To make presentation;
Embedded YouTube videos, create images(converting to a picture).

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Students can study...
Whatever
Whenever
Wherever
How can we get them to do this?

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Piano in itself doesn't produce great music but a great musician could.

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Piano in itself doesn't produce great music but a great musician could.

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How you use that's make the difference.

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Blended learning:
It is a mix of face-to-face and online. Nowadays one of the most effective form.

e-learning & m-learning:
Mobile learning, people uses smartphone

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-Critical use of NICT: be able to make good judgements when you use these(ICT: Information and communication technology.
NICT: New Information communication technology)
-Copy & Paste culture: How do I know they are not copy and paste? how do I teach them the responsibility if you get something as website, site the source(who you got it from? Is it reliable? Can I get the same information other websites? I have cross reference)
-New pedagogies: It is not necessary new, maybe a new way to teach or do the same thing
-Velocity: Problem in terms of infrastructure, specially about internet connection.
-Safety: password, names, personal information, be careful what you share on line.
-Technology is failable! You need to have a way out.

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How and why to integrate the new technologies in the ELT classromm?

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How and why to integrate the new technologies in the ELT classromm?

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There is no magic bullet. You have to know what happen in you teach context.
Inclusion practice: Get to them participate. If you gonna to use some app, get sure it is compatible with device of students.
Encourage collaboration, construction and so on.

Flip learning : Rather than coming in class, teach, discourse the content and go home do the exercises, first students read material at home and come to class to do the exercises in class, you invert the order of things.

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"...new way of inserting education in the complex processes of communication of the current society. "(Martín-Barbero, 2000apud Souza & Gamba Jr, 2002)

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"...new way of inserting education in the complex processes of communication of the current society. "(Martín-Barbero, 2000apud Souza & Gamba Jr, 2002)

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BORGES, Priscilla. « A valorização do professor começa pelo piso », diz Mercadante. Portal iG. 06/03/12 Disponível em: http://ultimosegundo.ig.com.br/educacao/a- valorizacao-do-professor-comeca-pelo-piso-diz-mercadante/n1597666059948.html
GAIA CREATIVE. Infográfico: Geração C - "connected collective" 16/04/12. Disponível em: http://www.gaiacreative.com.br/midias-sociais/infografico-geracao-c- connected-collective
PEREIRA, Rafael. Sugata Mitra: "Um professor pode ser substituído por uma máquina" Revista Época. 08/02/12. Disponível
em:http://revistaepoca.globo.com/Ciencia-e-tecnologia/noticia/2012/02/sugata- mitra-um-professor-pode-ser-substituido-por-uma-maquina.html
ROBINSON, Ken. The Education Revolution. TEDx London. September 17, 2011.
Disponível em: http://pt.scribd.com/doc/78348517/Final-Remarks-Outro-by-Sir-Ken- Robinson-at-TEDx-London-The-Education-Revolution-September-17-2011
PRENSKY, Marc. Changing paradigms from « being taught » to « learning on your own with guidance ». Educational Technology, July-Aug, 2007a. Disponível em: <http://www.marcprensky.com/writing/Prensky- ChangingParadigms-01-EdTech.pdf> Acesso em : 15 jul. 2011.
______. Digital Natives, Digital Immigrants. On the Horizon , MCB University Press, Vol. 9 No. 5, October 2001. Disponível em:
<http://www.marcprensky.com/writing/prensky%20-
%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf> Acesso em : 15 jul. 2011.
______. Listen to the natives. Learning in the digital age. Volume 63, Number
4. December 2005/January 2006. Disponível em:
<http://www.siprep.org/prodev/documents/Prensky.pdf> Acesso em : 15 jul. 2011.
______. How to teach with technology : keeping both teachers and students comfortable in an era of exponential change. BECTA’S Emerging Tecnologies for Learning. Vol. 2, 2007b. Disponível em:
<http://partners.becta.org.uk/page_documents/research/emerging_technolo gies07_chapter4.pdf> Acesso em : 15 jul. 2011.
Stephan Hughes

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As teacher when we talk about technologies  we have to think not just using it but the idea behide. It implies how I prepare my students and myself, what teachers expect for them.
Our focus is language learning, and we should think about how we can get students to use English and produce.
Teachers have to help  students to  make the best choices for this it's important to think about digital awareness and guide them to know how to check information, and double check, how to cross reference, how reliable it is, make them awareness about footprints, privacy security.

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This is the second stage we continued learn about the use of technologies and to get a view that technologies we have today alive different way we used some years ago and it brings a lot of implications in terms of classroom management that make us to reflect about how to deal with this in the classroom, how we can help our students work with it.
We can realize that the use of new technologies make possible to materialize the ideas about interaction, share information, collaborating and dealing with information as some theories of Constructivism guide  us to do.

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Contributors

Key Concepts

A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation[3][4].

NOTE: A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner's previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.

Vygotsky's social development theory is one of the foundations for constructivism.

Additional Resources and References

Resources

References

1. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.

2. Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge.

3. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance improvement quarterly, 6(4), 50-72.

4. Cooper, P. A. (1993). Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism. Educational technology, 33(5), 12-19.

[cite]

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Key Concepts A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation.

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Tool that permit stop in the middle of the video and make comments

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What we do

Backed by AT&T and Stanford's startX, PlayPosit is an online learning environment to create and share interactive video lessons. Teachers begin with any online video (screencasts, Khan Academy, TED, etc.) and transform what is traditionally passive content into an active experience for students, with time-embedded activities.

Awarded the "best open educational resource", PlayPosit is designed for K-corporate, flipped, and blended environments.

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What we do Backed by AT&T and Stanford's startX, PlayPosit is an online learning environment to create and share interactive video lessons. Teachers begin with any online video (screencasts, Khan Academy, TED, etc.) and transform what is traditionally passive content into an active experience for students, with time-embedded activities.

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We leave marks when we use Internet.

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A big area still hasn't been explored in education but in other areas. The data is taken of these informations that we leave, our mark, digital footprints that be able be using for their own benefits.We can think about personalize learning or adaptive learning.

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Pre-requisites for the 21st-century teacher

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Pre-requisites for the 21st-century teacher

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It  seems  new, it is just a new name, new package but the content is sometimes the same thing.
Prensky listed a few things that teachers need to do with 21st century education.
Put engagement before content: We have to think not in terms of the tools but in terms of implications for learning because tools always changes, but what matters is exactly  how use it in our everyday lifes.

Prefer personalized instruction to herding:
Herd: a group of animal coming together.
So he uses the term personalizes instruction opposite to herding mentality when everybody does the same thing, so rather than teaching the same way to everyone, we can think maybe making them more significant for each, as much as possible.
Include students in what you do in class : If you get students involves, it makes it all easy to yourself. So get them to contribute to the lessons, let students have a say, get them give opinion, to give feedback on what is been taught.

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We have to think about how can we make them more engage, make them more involves.

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Social Network Sites.
Consistent key technological features: It is democratic, you have full access, the fact that it's social it's the opportunity to interact with other people, that's the main purpose, sharing. You can incorporate a lot of tools like blogs, links, pictures, images, video, stuffs on to this. Ex. Facebook, tumbler.
Important questions about SNS?
1.What do we mean here by "network"? Community, sharing, collaboration, people coming together, caring.
3.What's the difference between Social Network Sites and Social Networking Sites? Most of the times that is same. Originally  they were created for two specific purpose but the users that decide or create the feature, redesign, redefine the purpose of these sites.

What is a "social network"?
-Facilitate information,
- communication;
-The big difference is establishing ties;
-Most of the times we connect to people that we know already.E.g; friends, friends of friends, relatives.
-SNS are web-based;
-you can create your profile;
-talk about yourself;

Social Networking Sites ...
Is more professional connections, it is more offer between strangers.

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Since we are engage them we have to think about promoting collaboration.
There is a difference between collaboration and cooperation. When I contribute I know different of you know, but when we put it together it becames something else.
When we talk about language learning we want to get students use language with collaboration.
So if we talk about collaboration the benefits is get students became global citizens that collaborate with other people around the world. In this sense, It can bring benefits like cross cultural competence and  cross cultural inteligence  understanding different cultures and see them deliver a global village.

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Doing an inventory for a digital project/Exploring digital projects

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Doing an inventory for a digital project/Exploring digital projects

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Teachers can use a digital project that starts small and make it grow for them.

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Recite.com - Create beautiful visual quotes as images (to make posters with inspirational quotes)

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Recite.com - Create beautiful visual quotes as images (to make posters with inspirational quotes) | Teacher Stuff | Pinterest | Make your own poster, Custom posters and Be yourself quotes

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Recite.com - Create beautiful visual quotes as images (to make posters with inspirational quotes)

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Quickly transform real-time content from the world’s top social media channels into impactful displays for your live broadcast, venue screens, web, and mobile platforms.

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Less hardware More storytelling

Drastically reduce the resources and complexity required to bring live content to any screen, and do it from anywhere.

Things that we're producing are every bit as good as using a big control room with a very robust staff. And we're doing it with a fraction of the people at a fraction of the cost.

Catherine Chan-Smith Sr. Director of Social Integration

Dominate distractions Engage everyone

Leverage a full suite of interactive tools to create memorable experiences that keep your audiences engaged longer and sharing wider.

Tagboard has taken our live production to a new level. We're moving beyond viewership to participation.

Dustyn Blindert Sr. New Media Producer

Unleash your sponsorship unicorn

100X your initial investment through unique branded activations that go beyond another logo slap and produce cross-channel advertising packages - monetize those eyes.

In sponsorship, there are certain things that you can do that will make you 100x what they cost. For us, Tagboard is at that level

Alon Cohen SVP of Research & Development

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Tagboard is an Emmy-nominated audience experience platform designed to help storytellers in sports, news, and entertainment produce the most engaging content in the world with a fraction of the resources required by traditional graphics systems.

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Create Awesome Videos & Presentations

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Suggestions

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Bookmarks your favorite links to Delicious.com, with a quick access, user-friendly interface.

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Bookmarks your favorite links to Delicious.com, with a quick access, user-friendly interface.

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Tool for presentation

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Presentation Software | Online Presentation Tools | Prezi

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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It can has same format of whatsapp cause it alowws to chat, send voices, videos, specially teacher and educations use it, you can create audio and export it.

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We've updated our Privacy Policy. We use cookies on this website to provide a better experience, for analytics, and advertising purposes. By continuing to use our services, you are giving us your consent to use cookies.

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Walkie Talkie App for Team Communication | Voxer

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Voxer is a Walkie Talkie messaging app for your smartphone with live voice (like a PTT walkie talkie), text, photo and location sharing. Download Voxer for iPhone, Android, or use Voxer for web

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It's a Social network.

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Reddit is a network of communities where people can dive into their interests, hobbies and passions. There's a community for whatever you're interested in on Reddit.

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Quickly video for discussion.

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How China Is Changing Your Internet | The New York Times

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It's a bookmark that help you organize, you can find you can save on digg.

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"if this then that"
Bookmark
IFTTT is the free way to get all your apps and devices talking to each other. Not everything on the internet plays nice, so we're on a mission to build a more connected world.

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ifttt applets connect connections integrate integration automate automation services recipes trigger action ifthisthenthat free

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Get started with IFTTT, the easiest way to automate your favorite apps and devices for free. Make your home more relaxing. Make your work more productive. We...

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It's a bookmark that I can organize my favorites in differents tags.

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It's a kind of blog.

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Explore today’s picks from the Tumblr team.

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What applications are there for SNS in education/learning?

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What applications are there for SNS in education/learning?

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Study Groups on Facebook: It can be in any particular platform, you can create groups, it becomes private, you can upload material, drop links, add documents, make comments and so on. It's a kind of learning environment on this platform.
KidBlog: It gives private environment.
Advantage: safety;
desadvantage: you don't have public.

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Blog could be a class blog, the amount of language students going be using is much more than what they have in book

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Learning takes place outside .

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Free technologies for teachers

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Privacy Policy Copyright © 2023. Teacher Training Videos. Designed by Harborne Computers. Teacher Training Videos.com is a registered company in the UK No. 8916914. Company Address: 21 Rusland Park Road, Harrow, Middlesex, UK.

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What makes a meme a good meme? Updates, wise spread and funny. So we can get students to work with that.
We can think about not just memes but also get them captions for pictures.
Captions are also very popular with teenagers.
Memes or captions can helps students develop a critical thinking as well.

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Two questions to continue discussion about becoming a 21st century teacher.

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Two questions to continue discussion about becoming a 21st century teacher.

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1.What should be the characteristics of the teacher of the 21st century?
It goes back to the dichotomy that Prensk made between Digital immigrant and Digital native, and the fact that people born after 199 fell a little more comfortable with technologies whereas people were born before this time fell a bit uncomfortable, they have dome barrier to overcome, and they have to do a lot of resilience.
Since learning is ongoing this is another thing, there are so much information available. So, be resilient is one of the characteristics, another characteristic, some teachers have to be creative. Creativity is always been part of teaching, since we have so much available material we have to know adapt them to solve needs of students.
Be innovative is other characteristic. If you talk about flipped learning, an innovative teacher flip the session rather than discussing, he read first and after do exercises.
Be updated: It gives you a different perspective about what you are doing or what you think about your teaching practices.
DOK- Deep of knowledge.
Open to the new is other characteristic, maybe sometimes there a lot of resistance when we have to do something differently.
Willing to thinker: To play around with the tools that you're not familiar, open up this kind of discover.
Are you a 21st century teacher?
Are you a teacher that makes or facilitates learning? That promotes learning for your students more significantly? Are you the teacher that equip your students for the future they are going to have? How can we prepare them for the future? We can prepare them for a specific job?
You can inspire to other people to do something else.
Carol Deweck put two types of mentalities: Growth mindset x fixed midset.

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This image represents the 21st century teacher.

Building new paradigm: Restructuring the way to do things.
Web access:the idea refer to access to Internet.
Skill sets for the 21st Century : How  we can teach these skills we want our students get if we don't have them?
Learning environment: Online, groups, communities, discussion groups sometimes we call L-mensseger(Learning management System), we have a platform with material online and students participate exchange ideas.
Return home: Restart, refresh, rethinking, reevaluate how do things.

Making association:

Creative: Creative & publishing;
Innovative: Building a new paradigm;
Critical : a thinking pedagogy;
Updated: skill setsfor 21st Century;
Open to the new : Information management;
Growth mindset: Learning environment.

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There is a lot of skills involved in things you can do.
Social Network Sites: Social media that make sharing pictures, photos.
Popular media:Video, TV Series, films in general TV in this case, stream, online TV and so on.
Colleagues: Learning from each other.
Family/local community: It is not just in the classroom also through family. Local community dealing with digital resources attending conferences.
Curriculum documents: Sometimes you might not be directly involves because way you work the materials already prepared but let say you have a chance to create your materials, design own stuffs for your curriculum.
Social Bookmarking: It is the idea of using corrections tools, web sites, apps that helps you save pages, organize your materials.
Video conferencing:

Blogs:Get our ideas out, reflect what you've learning, what you see, what you understand.
Wikis: It involves the idea of document can be edited by anyone, so it's for collaborative, production of knowledge and to make a collaborative write.
Podcats:Usually appear in mp3 form file, it's an audio that you can talk about anything and it can be downloaded as interview, discussion.
Example of activity using podcast:
-Think of two minutes recording;
-It's about a topic that you teaching recently, it can be language, grammar, vocabulary or pronunciation;
-Maybe something extra practice;
- It requires a script, you have to maintain the volume, get a bit emotion in there;
- You can introduce and they can give the solution.
-It encourage them to be creative.
-If you do this in classroom, you should consider the amount of times students takes to preparation and development of activity.

Have an audience:
We need to know somebody you have to listen to us, to comment, to reply, the more you can make this open or have connections to others because it's the meaningful.

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You can use to create documents, slides, sheets, form, draw, mind maps like an online office.. Give to students the permition to edit.
You can include Add-ons.
Voice typing: It is a tool in google document that you can record your voice and you can interact with your students giving feedback. You set the language and you speak if you have a microphone.

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Tools that simplify links.

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It's an online voice recorder.

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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A little more insight.
Two important points are immediately and instantly.

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We have heard alot about the 21st Century Learner. We know that they are:

Collaborative

Adaptive

Information, media and technology savvy

Communicators

immediate and instant

require instant gratification

But what about the 21st Century Teacher, what are the charactoristics we would expect to see in a 21st Century Educator. We know they are student centric, wholistic, they are teaching about how to learn as much as teaching about the subject area.
The Adaptor
The 21st Century teacher is an adaptor. Harnessed as we are to an assessment focused education model the 21st Century Educator must be able to adapt the curriculum and the requirements to teach to the curriculum in imaginative ways.

They must also be able to adapt software and hardware designed for a business model into tools utilisable by a variety of age groups and abilities.

They must also be able to adapt to a dynamic teaching experience. When it all goes wrong in the middle of a class, when the technologies fail, the show must go on.

As an educator, we must understand and apply different learning styles. we must be able to adapt our taeching style to be inclusive of different modes of learning.
The Visionary
Imagination, a key component of adaptability, is a crucial component of the educator of today and tommorow. They must see the potential in the emerging tools and web technologies, grasp these and manipulate them to serve their needs. If we look at the technologies we currently see emerging, how many are developed for education?

The visionary teacher can look at others ideas and envisage how they would use these in their class.

The visionary also looks across the disciplines and through the curricula. They can make links that reinforce and value learning in other areas, and leverage other fields to reinforce their own teaching and the learning of their students.
The Collaborator
Ning, Blogger, Wikispaces, Bebo, MSN, MySpace, Second life - as an educator we must be able to leverage these collaborative tools to enhance and captivate our learners. We too, must be collaborators; sharing, contributing, adapting and inventing.
The Risk taker
How can you as an educator know all these things? How can you teach them how to use them... There are so many, so much to learn. You must take risks and some times surrender yourself to the students knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have the students teach each other. The learning pyramid shows that the highest retention of knowledge comes from teaching others. Trust your students.
The Learner
We expect our students to be life long learners. How many schools have the phrase "life long learners" in there mission statements and objectives. We too must continue to absorb experiences and knowledge. We must endeavour to stay current. I wonder how many people are still using their lesson and unit plans from 5 years ago.

In my subject area, Information technology and certainly in many of the sciences, especially the life sciences; knowledge, understanding and technology are fluid and dynamic, they are evolving and changing. To be a teacher here you must change and learn as the horizons and landscape changes.

The 21st Century teacher or educator must learn and adapt.

"Anywhere, anytime" learning is a catchphrase we hear often. Usually its paired with "life learner". To have anywhere anytime learning, the teacher to must be anywhere and anytime. It does not have to be the same teacher, but the 21st Century teacher is a communicator. They are fluent in tools and technologies that enable communication and collaboration. They go beyond learning just how to do it, they also know how to facilitate it, stimulate and control it, moderate and manage it.
The Model
We must model the behaviours that we expect from our students. Today and tommorow more so, there is an expectation that teachers will teach values.

We, are often the most consistent part of our student life. Teachers will see the students more often, for longer and more reliably than their parents. This is not a criticism of the parents rather a reflection.
What have I missed? What else is our 21st Century teacher?

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We have heard alot about the 21st Century Learner. We know that they are: Collaborative Adaptive Information, media and technology savvy Communicators immediate and instant require instant gratification But what about the 21st Century Teacher, what are the charactoristics we would expect to see in a 21st Century Educator.

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To move from one media to the other.
Reflection:
Students fell comfortable with each media but they not be able to take on piece of information from one media and associate with other, so our job is to make sure that they understand

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It's a site to recorder an audio.

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Stream and listen to music online for free with SoundCloud

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Discover and play over 320 million music tracks. Join the world’s largest online community of artists, bands, DJs, and audio creators.

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Everything you need to create,
distribute, and monetize your podcast
Spreak studio : It's a App that you can add effects, sound and so on

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Thank you, so much, for making podcasting a viable career for me. I was struggling before Spreaker came into my life. And now I can do this full time, without worrying about money. You folks really have changed my life for the better!

The Spreaker platform has introduced me to opportunities to amplify my voice as a podcaster, they have highlighted my efforts in many ways and I'm grateful for the work that they do. Monetizing through Spreaker has allowed me to realize revenue through my podcast that it would have been challenging to accomplish on my own.

Emily G Thompson, host of Morbidology

Thanks to Spreaker I have been able to monetize my podcast and work as a full-time podcaster. Spreaker Prime takes the stress out of worrying about how to monetize your podcast and begin to make money for your hard work. The team is always on hand to answer any queries or assist in any way possible, making for a seamless partnership.

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Listen to the Best Podcasts, For Free - Spreaker

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Start your podcasting journey in a matter of seconds Spreaker, the one-stop-shop for recording, publishing, monetizing and distributing your podcasts.

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It's a quick interview with Marc Prensk that say that you need to do in terms of be more aware, the idea to open to new .