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My personal learning network

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interactive web counter social



Created by Gary Hayes and taken from the blog of Dolors Reig.

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Delivering educational content

"Teachers can continue to rely on content delivery strategy in the classroom to develop education?

If we peer into the classrooms of public education, which is the development environment where my work as a teacher, we could verify that the common denominator in the teaching is just that: the transmission of content, the teaching relationship (expert) with students (apprentices), a one to many, one way to learning effects. The teacher asks the questions that students must answer in terms that the teacher considers proper, including the use of vocabulary.
Two of my nephews, one in middle school and another in higher education each have about a thousand friends on Facebook, nearly all of the same age and with whom socialize content and ideas, discuss and participate in collective activities of mutual interest. Teachers usually ignore this kind of activities that the children practice daily.
can be found in our Mexican province, some teachers who include some type of activity immersive knowledge and learning outside the classroom, both online and in the real context of everyday life.

Why the teacher continues to teach as if there were no Internet, as continuing reality that we left behind in the last century?

The average teacher ignores the training opportunities provided by the Internet because they know these exist, is not connected in a useful sense, has no interest in getting closer to an activity that causes uncertainty, mistrust, bureaucratic complications of routine that has become formal education, he maintains, as pointed out by some psychologists, a mental block the use of technologies and prefer to carry out their work as he has been trained in its path as a student. I remember the words of a jury in doctoral examination in education: "Your turn to do for others, in the same way that the teachers did for you."

A clearly visible clash between students and teachers, different behaviors are related to different forms of communication and social interaction. The problem is that students do NOT use technology to shape their learning, but to socialize with their peers, "if the teacher is not connected, the student will be really hard wired", despite the intensive and extensive use it makes of Internet technologies. Since

gradually incorporating technology in formal education in the world is moving like a ghost silent but overwhelming, teachers should be concerned "upgrade or die" to adapt to technological means, which is not really complicated.

is a simple approach I mention these points I myself applied in classrooms at the University of Guerrero:

1. To create and promote students and teachers themselves, the creation of an own "Personal Learning Network" or "Personal Learning Environment."

2. Learning to use blogs, Twitter, Facebook or other social networking tools, Google, Delicious, and tools to share videos, audios, articles, slides.

3. During the course using these tools of the previous paragraph to develop your personal network by which it will access the knowledge resources of interest.

These three activities can be systematically applied in the classroom.

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Shock

In our Latin American university student access to education faculties with a culture of passivity, is reactive and is designed to meet the demands of teachers to obtain a passing grade, not to learn.
Changing this mindset is not easy, or the student himself, much less to the teacher, also formed with the same educational culture. The change must come from the early years of the formation of new students, gradually. Change of mind when you have so unalloyed a form of behavior is similar to trying to quit suddenly after many years living with his cigar. This is an educational shock.
All teachers are accustomed to seeing as students often leave their homework or reading to the end. A day earlier often meet in groups to study the potential problems faced in the assessment test. The test itself is a challenge for teachers, how to design a test able to outwit the sustaining has not been prepared properly. Learning is grounded qualitative, not quantitative, difficult to measure.
The existence of the distributed knowledge that can be accessed on the Internet has led to the famous resort of "cut and paste" to resolve many of the tasks, tests and projects left to the students. The teachers are alarmed with the systematic activity of their students, which themselves have caused. These teachers now spend part of their time on how to detect or prevent students from copying content from other authors.
Nevertheless, recognizing that knowledge exists outside the classroom means accepting that learning is no longer focused on the teacher and also happens to be distributed. How to engage students to learn and not worry about to get a passing evaluation is the challenge to pursue formal education. The motivation for students to investigate the diversity of knowledge sources as possible before writing their class is a major challenge.
This challenge to a recognition of the educational culture irrelevant. Changing habits study and encourage students to become involved in a culture of lifelong learning and self-regulated, as far as possible. This should be a priority in educational policy at all levels of civic education training. A teacher with this culture of learning in their students promote such a culture. If the teacher does not have this culture, it will delay the change in students' learning, unwittingly stifle access to distributed knowledge, produce frustration not only for himself but for the training system for which he was engaged.