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Pontificia Universidad Católica de Chile
Miguel Nussbaum [email protected]
Learning from mistakes of the past: using technology to facilitate synergic scaffolding
18-02-2014 Miguel Nussbaum [email protected]
1995
Milestone 1: 1995
Beyond Nintendo: Design and Assessment of Educational Video Games for 1st and 2nd Grade Students, Rosas, R.,
Nussbaum, M., Cumsille, P.,Marianov, V.,Correa, M., Flores, P., Grau, V., Lagos, F., López, X., López, V., Rodriguez, P. y
Salinas, M., Computers & Education, 40 (2003) pp. 71-94.
Student active learner inside the classroom
18-02-2014 Miguel Nussbaum [email protected]
1995 2001
Milestone 2: 2001
Zurita, G., Nussbaum M., A Constructivist Mobile Learning Environment Supported by a Wireless Handheld Network,
Journal of Computer Assisted Learning 20 pp. 235-243, 2004.
Collaboration for development of social and communication skills
18-02-2014 Miguel Nussbaum [email protected]
Zurita, G. y Nussbaum, M., Computer supported collaborative learning using wirelessly interconnected handheld
computers, Computers & Education , Volume 42, Issue 3 , April 2004, pp. 289-314.
Interdependence, coordination, communication and peer support
18-02-2014 Miguel Nussbaum [email protected]
Rubén Mitnik, Matías Recabarren, Miguel Nussbaum, and Alvaro Soto, (2009), Collaborative Robotic Instruction: A Graph
Teaching Experience, Computers and Education, Volume: 53, Issue: 2 Pages: 330-342
Technological network supports social network where knowledge is constructed
18-02-2014 Miguel Nussbaum [email protected]
Echeverría, A. , Nussbaum, M., Calderón, J.F., Bravo, C., Infante, C., Vásquez A., (2011), Face-to-Face Collaborative
Learning Supported by Mobile Phones, Interactive Learning Environments, Vol. 19, No. 4, September 2011, 351–363
Phones ubiquitous and seamless technology
Alvarez, C., Brown, C., & Nussbaum, M. (2011). Comparative study of netbooks and tablet PCs for fostering face-to-face
collaborative learning. Computers in Human Behavior, 27, 834-844.
Laptops for the lab
18-02-2014 Miguel Nussbaum [email protected]
Valdivia, R. y Nussbaum, M., Face-to-Face Collaborative Learning in Computer Science Classes, International Journal of
Engineering Education Volume 23 (2007), Nº 3, Part I, 434-440
Tablets for the Classroom
18-02-2014 Miguel Nussbaum [email protected]
How much do our children (really) know?
Chiles’ national test of math 8th grade has questions of:
4th 5th 6th 7-8th grade
18-02-2014 Miguel Nussbaum [email protected]
How much do our children (really) know?
<=4th 5th 6th 7-8th grade
National standard level of achievement : 60% 219.677 students, 2011
% of students
We must teach for the children and not for the curriculum
18-02-2014 Miguel Nussbaum [email protected]
Math (%) Lang (%)
4th OK – 8th OK 25.8 38,8
4th FAIL– 8th OK 3,7 7.0
4th OK – 8th FAIL 21,3 18.0
4th FAIL– 8th FAIL 49,2 36.2
29,5 29,5% 70,5%
2007
4th
2011
8th
N=183.243
Chiles’ National test of Math
How do our children follow the curriculum?
Studying a cohort
We must consider:
Students’ learning pace
Students’ cultural capital
18-02-2014 Miguel Nussbaum [email protected]
Student attention using technology
0
5
10
15
20
25
30
1 2 3
first semester
second semester
[0-10[ [10-20[ [20-30] minutes
Disruptive events (talking, bothering) during interactive Math
206 second grade students; 6 classes two schools , one year, 14 sessions. Interactive math.
18-02-2014 Miguel Nussbaum [email protected]
206 second grade students; 6 classes two schools , one year, 14 sessions. Interactive math.
Disruptive events (per session)
Student attention using technology
We need: 1. Short actvities
0
5
10
15
20
25
30
1 2 3
first semester
second semester
[0-10[ [10-20[ [20-30] minutes
18-02-2014 Miguel Nussbaum [email protected]
206 second grade students; 6 classes two schools , one year, 14 sessions. Interactive math.
Disruptive events (per session)
Student attention using technology
We need: 1. Short actvities 2. Varied activities
0
5
10
15
20
25
30
1 2 3
first semester
second semester
[0-10[ [10-20[ [20-30] minutes
18-02-2014 Miguel Nussbaum [email protected]
Plateau of productivity
Critical point 1
Critical point 2
Aldunate, R., Nussbaum M., Teacher Adoption of Technology for the Classroom, Computers in Human Behavior, Volume 29, Issue 3, May 2013, Pages 519–524. http://dx.doi.org/10.1016/j.chb.2012.10.017
Teacher appropriation of technology
It’s much more than teacher training. It’s also about guidance
Learning curve of new technologies
18-02-2014 Miguel Nussbaum [email protected]
Book Teacher provided resources
Digital Resources
Never 42% 6% 63%
Sometimes/ Always
58% 94% 37%
Correlation with National Test of Math
0.10 (P <0.001) 0.15(P <0.001)
-0,59 (P <0.001)
N= 1201, representative of the Metropolitan Region of Chile
Impact of technology in the classroom
Use of resources in the classroom
18-02-2014 Miguel Nussbaum [email protected]
Book Teacher provided resources
Digital Resources
Never 42% 6% 63%
Sometimes/ Always
58% 94% 37%
Correlation with National Test of Math
0.10 (P <0.001) 0.15(P <0.001)
-0,59 (P <0.001)
N= 1201, representative of the Metropolitan Region of Chile
Impact of technology in the classroom
Impact of resources in the classroom
18-02-2014 Miguel Nussbaum [email protected]
¿To have significant learning, what resources should a lesson plan consider?
18-02-2014 Miguel Nussbaum [email protected]
Integration of digital and conventional resources
Colombia 18-02-2014 Miguel Nussbaum [email protected]
January 2014
¿How do we scaffold the lesson plan?
Orchestration
18-02-2014 Miguel Nussbaum [email protected]
Suggesting detailed scripts to teachers
Teachers choose to their needs
18-02-2014 Miguel Nussbaum [email protected]
Paper, pencil, …. and orchestrated mobile technology
Argentina 18-02-2014 Miguel Nussbaum [email protected]
Pontificia Universidad Católica de Chile
Miguel Nussbaum [email protected]
Learning from mistakes of the past: using technology to facilitate synergic scaffolding
18-02-2014 Miguel Nussbaum [email protected]
