My new notebook computing, my blog .
initial analysis / Justification
mathematicians John Von Neumann, Alan Turing, and Norbert Wiener, were not interested in solving educational problems, when they invented computers. The creators of the Internet is not suspected to be one of the favorite forms of communication in the twenty-first century. The combination of computers with internet, changed social relations, banking, emotional, family, business and educational course (Poster, 1990). Education is being penetrated by ICT: UNESCO raised his voice in 1998. Listening to that voice the Ten-Year Education Plan 2006-2016, the OAS sponsored in Colombia in 1999, the curriculum guidelines for new technology and math curriculum. Finally, the policy of UNESCO touched the gates of the vulnerable population of the city of Medellin, in what is known as the Quality Education for Equity and coexistence as seen below.
UNESCO (1998), in its global report on education (teachers and teaching in a changing world), presented a report on a study on the inclusion of ICT in education. The paper presents 15 possibilities for the use of computers to improve teaching and learning, communication relationships in school and the alternative of building new learning environments peer (teacher and student). In the same year in October at the World Conference on Higher Education, UNESCO stated in Article 12 of the potential and challenge of technology:
) to form networks, technology transfer, capacity-building, developing teaching materials and exchange experiences of applying these technologies to education, training and research, allowing everyone access to knowledge;
b) Creating new learning environments, ranging from distance education services to establishments and "virtual" systems of higher education (...) created from regional, continental or global networks, which take place in a way that respects cultural and social identities;
In 1999, the Ministry of Education supported by the OAS drafted curriculum guidelines for new technology and mathematics curriculum which emphasizes the role of ICT in school and how to include in the mathematics curriculum, there is also set forth that "to ignore new technologies in teaching is creating a barrier between the students' daily life and their experience in school "(MEN, 1999, p.17). The initial call is to break the divide: ICT-life, daily vs TIC-school.
is so much the importance of ownership of ICT to teaching knowledge that the same Quality Schools are aware of this, to the extent that their views appear as a factor as the use of ICT in education. For example: The vision of the institution, José Antonio Bernal for 2011 is: to be "recognized as an engine for development in quality processes through the integration of ICT, through the active participation of all members community, educating citizens with critical and social sense and work with academic projection. " Therefore, as you can see the appropriation of ICTs, is critical for institutions in all areas, educational processes, administrative and community management and quality to meet their missions.
teachers Overall Quality of Education must contribute to the training of basic skills which demands not only the policies of the Quality Schools, but also the program and Medellín Digital.
Obeying the UNESCO recommendations and requirements of the Ministry of National Education the inclusion of ICT in the mathematics curriculum should be relevant way, ie using ICT to enhance teaching and especially the development of mathematical thinking. More particularly propose an intervention of ICT in the mathematics curriculum of grade 11 °, specifically at 11 ° A. This intervention
try to take away the belief: that if you do not explain ... the young do not learn. And the belief that the young should be required no knowledge beyond their biological (genetic). Vygotsky is precisely the latter defending the thesis in his proposal for developer education. Developer education argues that education leads towed and development, and it does not matter, that the child is mature from the standpoint of Piaget (Zilberstein, 2004). He further claims that the activities and contents must be ahead of the possibilities of development that the child has reached to date and that working in the ZPD. Therefore, a teacher needs to know the real development zone and the zone of potential development of each student so that mediation can contribute effectively to the construction of new knowledge.
I heard my inner voice and listen: "It's time to get out of the center" "It was a moment of impermanence, no time or space, staring at infinity Meditation as a Buddhist monk. I understood at last, I remove the center.
For many centuries it has been taught in the center and above all has been the owner of knowledge. By the inertia that drags performance is very difficult to change from one moment to another, but you have to decide to start radical. Today I feel that I remove the center. it was time to leave the place of power, vanity of being the all-knowing.
Cambiare, What will I feel better if we are not math notebook in 11 ° A?, What happen if your notebook is a blog? How students solve a calculus problem that has to do with real life? How do you investigate? How do you write?, All these questions to resolve in the context of ICT.
The problem to be solved is the following: "In this project, we investigate the most economical way of forming a can. First, this means that V is the volume of a cylindrical can and need to find the height h and radius r that minimizes the cost of metal to make it. If you ignore any scrap metal in the manufacturing process, the problem is to minimize the surface area of \u200b\u200bthe cylinder. In example 2 of section 4.7, was resolved this problem and found that h = 2r, ie, the height should be equal to the diameter. But if you go to your pantry or the supermarket with a rule, find that the height is usually greater than the diameter and the ratio h / r varies from 2 to about 3.8. "(Stewart 2008). Can you explain this phenomenon?
explicitly the way it is implemented during the fourth (4) the proposed intervention period is:
Purpose of intervention
1. Have students solve a problem without calculus.
2. To learn calculations themselves.
3. See how they form a network between them.
4. convened for everything (questions, input, consultation, evaluation, report the solution of the problem and advances) are made through the Blog.
Components of intervention:
Participation. Teaching
is removed from the Centre.
William's new role will be within the definition of moderator, facilitator or tutor online.
Moderation "in our context, is usually applied to the practice of accompanying a learning process (often based on discussions central) in a fully online (ie, actions by the teacher)." (See Diego Leal).
What do we mean by 'online Facilitation'?
Online facilitation, in Broad Terms can be described as the act of managing the learners and the learning through an online medium.
Facilitation can also refer to the managing 'the communication of others online' (Coghlan 2001). In online learning this managing is usually done by a teacher or tutor. It is frequently referred to in the literature as 'online moderation', though moderating can also be a student task in some circumstances.
Facilitation is also a pedagogical term that applies to student-centred approaches to teaching as opposed to teacher-driven - the teacher's role moving from expert to one of facilitation - "sage on the stage" to "guide on the side (Kempe 2001).
All three are usually inextricably entwined when it comes to online teaching.” (Ver AUSTRALIA FLEXIBLE LEARNING FRAMEWORK (2002). Effective Online Facilitation (Version 1.01)
The Guardian: "Mentoring is to accompany, support, guide, distance education, Padula [1] was defined as an engine of upward spiral in the construction of personal and collective knowledge [...] key self-management process of the student through guidance constructive criticism. "
"The distance teacher - tutor forward - promoting: the development of independent study (García, 2002), in collaboration with the student, guiding and advising on the readings to be performed (OAS, 2008), as well as the perception a student of that [...] there is someone who responds promptly and fitness doubts and problems (Tuning), established as a companion to the student in their learning process [...] to enrich from their experience and from their knowledge. (Padula). "(See AVILA, M., CELIS, B., TREJO, M. (2008). Tutor Online and its impact on student interaction digital.ipn.mx Program).
"A basic strategy for the proper use of discussion forums, is called: Moderation. By definition, moderation is the process of eliminating or reducing ends [2]. Is used to ensure normality in what is used in the case of a discussion forum, moderated means then ensure that the objectives of it are met. "
online Exhibitor: (not found. Annex to the dictionary definition): That explains something, especially a theory or doctrine, in an orderly manner . -------------------------------------------------
------------------------------- [1] Padula P, J (2008). Tutor and student in distance education: motivational interaction or communication in crisis?
[2] Wikipedia http://es.wikipedia.org/wiki/Moderaci% C3% B3n
Role of online students. Dependent or Self-Directed
.
The student XXI century will evolve into the class or category Autodirido, autonomous and self-regulated. It is necessary to do so because of the huge exponential increase in knowledge and the speed with which knowledge changes from true to false, the truth today, literally is the lie of tomorrow. Therefore needed and requires a different quality of student, one who is self-directed, self-regulation and self-contained.
may be that in some contexts autonomous learning, self-directed, self-regulating, self-planned to appear as synonyms, but there are subtle differences though, allow or require complement before diverge. Take for example the definition of Knowles' self-directed learning:
Self-directed learning, describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human resources and pair learning materials needed, choosing and implementing appropriate learning strategies and assessment of learning outcomes.
In 1980, Knowles took the definition of force in schools "because it emphasized in the emerging autonomy and responsibility of students to take charge of their own learning" (Narvaez and Prada, 2005, p. 119). Also arises the concept of self-directed active learning to determine how students are learning from the metacognition and motivational.
With respect to new knowledge and its application in solving problems, "self-directed learning involves the ability to assimilate and apply new knowledge in problem solving, the ability to think critically and implement self-evaluation, and communicate and collaborate with others "(Birenbaum, 2002, p. 120).
When a student of 11 ° A decides to initiate self-directed learning process (by itself), monitors and put into operation simultaneously three dimensions: Metacognition, motivation and cognitive strategies. Table 2 (Narvaez and Prada, 2005, p. 121), find the definitions and characteristics of these three dimensions. Table 1, we find the simultaneous interaction of all three dimensions.
Table 1.
Taken Narvaez document and Prada (2005). Table 2. Definition and characteristics of the dimensions of self-directed learning (Adapted from Paris and Winograd).
To go dependent state to self-directed, a student goes through the following stages according to Grow (1991):
the 38 students from 11 ° A. Involved solving the problem in the blog, in a collaborative way. Participate
means, write the way of how they solved the problem. Building on the work of the other blog, the internet, its teachers, workbooks and "self" by reflections of the other entries and blog.
How adds value to the participants for their intervention? Rather than add value to the participants my speech, I have the expectation to break with the traditional method of teaching and learning (experiment) and your creativity will bring them themselves (obviously me too) the opportunity to learn independence.
Did the boys if they learn calculus? If the experiment comes to fruition, they will learn to solve problems. Learned how to lead and of course to minimize a function.
Evaluation.
assessed the initial solution to the problem (need not be correct). The search for information. Respect for copyright. The blog entries of others. Creativity, quality of writing. Coherence in discourse.
Rubric.
The self-assessment has an important role in the sense that we enter the final discussion about what students think, settling an argument face to face. Where the student show knowledge and autonomy and respect for others.
Note: The term deep critical commentary to another person, the reasons argue to agree or disagree with what the other person wields.
I do not accept comments like I agree, I disagree, think alike, I like your way of thinking, NO REASONS that support them.
Moderation.
The idea is to be a mediator (facilitator), do not expose this knowledge as I did today.
Provide resources, processes Guide, encourage, motivate, provoke creativity, ask at any time and will not leave them alone.
favors moderation I want autonomy, and self-regulated learning.
How do the assessment? In the measure that encourages autonomy, self-regulating, self-directed learning. And how it is going to provide this intervention project? Never did the next teacher.
The Story of a Little Boy
Once a little boy went to school. He was very small and this was a very large school, but when the little boy discovered that he could go to class with only enter through the front door was happy, and the school did not seem so great after all.
One morning, when the little boy at school for a while his teacher said: "Today we make a picture, so good, he thought the little boy, much he liked to draw, he could do many things, lions and tigers, chickens and cows, trains and boats, and took out his box of crayons and began drawing.
But the teacher said, Wait! It is time to start, and she waited until everyone seemed to be prepared.
Now, the teacher said we're going to make flowers. Great! thought the little boy, I love to draw flowers, and he began drawing with crayons beautiful flowers pink, blue and orange.
But the teacher said, Wait! I will show you how, and drew a red flower with green stem. Here it is, "said the teacher, can now start.
The little boy looked at the flower of the teacher and then looked at his own, he liked his flower better than the teacher, but did not. Just turned his paper and drew a red flower with green stem like that of the teacher.
Then another day when the little boy opened the door in its class, the teacher said, Today we are going to do something with clay, so good! thought the little boy, I love the mud.
He could do all sorts of things with mud, snakes and elephants, mice and dolls, cars and trucks and he started to play and stretch their ball of clay.
But the teacher said Wait! it is time to start. And she waited until everyone seemed to be prepared.
Now, said the teacher, we will make a dish. Great! the little boy said to me I love to do dishes and started doing dishes of various shapes and sizes.
But the teacher said, Wait! I will show you how. And she taught them all how to make a deep dish. Here, said the teacher, and now can begin.
The little boy looked at the plate and then the teacher looked at his own. He liked his dish more than the teacher, but did not. Dish turned his back on a ball clay, and began to make a deep dish like the teacher.
And soon the little boy learned to wait and watch and do things the same as those of the teacher and soon stopped doing things his own idea. Then it happened that the little boy and his family moved to another house in another town and the little boy began again in another school.
This school was even bigger than the other school and had the door of their classes into the street, had to climb high ladders and walking down a long corridor to get to class.
And in his first day he was there when the teacher said, Today we will make a drawing great! thought the little boy, and waited for the teacher to tell him what to do, but the teacher did not say anything, just walked into the class.
When he came to the little boy, she said, will not you start your drawing? Yes! said the little boy.
What are we going to do? I do not know until you do it, "said the teacher.
How do I asked the little boy? As you want, "replied the teacher.
And any color? asked the little boy. In any color, "said the teacher.
If we all do the same drawing and use the same colors, how will I know which is which and who did it.
I do not know the little boy said, and began drawing, a red flower with green stem. Helen E.
References Buckley
FLEXIBLE LEARNING FRAMEWORK AUSTRALIA (2002). Effective Online Facilitation (Version 1.01).
AVILA, M., CELIS, B., TREJO, M. (2008). Online Tutor and its impact on student interaction digital.ipn.mx Program.
GALVIS, A. (2008) Criteria and rating scale to self-manage TIGRE quality of contributions to discussions on the network.
MEN. (1999). New technologies and curriculum Math. Bogotá: MEN
Nomos SA. (2006). Estándadres Basic Math Skills. Bogotá: Magisterium.
NARVAEZ, M., PRADA, A. (2005). Self-directed learning and academic performance.
Stewart, J. (2008). Calculus: early transcendental. (Sixth edition). Mexico: Cengage Learning Editores, SA
DocTIC course, taken with Diego Leal in July-October 2010.
Padula P, J (2008). Tutor and student in distance education: motivational interaction or communication in crisis?
UNESCO (1998). Education World Conference on Higher Education superior.La XXI century. Paris. Retrieved on August 16, 2010, From
http://unesdoc.unesco.org/images/0011/001163/116345s.pdf UNESCO (1998). World Education Report 1998. Teachers and teaching in the changing world. Madrid Santillana Ediciones Unesco.
Uribe, J. (2006). Experimental Mathematics 11 °. Introduction to calculus. Medellín: Uros. Wikipedia
http://es.wikipedia.org/wiki/Moderaci% C3% B3n
Vygotsky, L. (1993). Thought and language. Buenos Aires: Fausto.
Woolfolk, A. (2007). Educational Psychology. (10a. ed). USA: Pearson
Zilberstein, J. (2004). Teaching developer: an experience from the Cuban educational roots. Journal of Education and Culture TEACHING, IV (10). Retrieved September 10, 2010 in http://ciberdocencia.gob.pe/index.php?id=1878&a=articulo_completo
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