1. TeacherTube http://www.teachertube.com This cloud-based video service is modeled after YouTube but is designed specifically for teachers, schools and homeschoolers. It offers a wide range of educational videos on a range of topics.
2. elementos de evoluciòn de la web
2.1. aprender por usos e inferencias
2.2. fuentes varias
2.3. aprendizaje de inferencia de datos
2.4. datos sin estructura para dar datos estructurados
2.5. usar la informacion para crear ecosistemas de datos
2.6. usos en tioempo real de la infor
3. nueva tecnologias
3.1. Mobiles
3.1.1. Advantages
3.1.1.1. Anywhere, Anytime Access
3.1.1.2. Affordable
3.1.1.3. Easy to Use
3.1.1.4. Compatible with a wide range of programs
3.1.2. Challenges
3.1.2.1. Broadly Banded in Schools
3.1.2.2. Appropriate Use
3.1.3. In Teaching
3.1.3.1. Polling
3.1.3.2. Instant Feedback on Lesson
3.1.3.3. Broad access to a variety of programs
3.1.3.4. Quizzing
3.1.4. Examples in Education
3.1.4.1. At Clementi Town Secondary School in Singapore, mobiles support student field studies in geography. Upon arrival at the field site, instructions appear on the mobiles, and students work collaboratively to carry out experiments, take notes, analyze and synthesize data, and submit their results.
3.1.4.2. International Children’s Digital Library (ICDL) http://en.childrenslibrary.org The mission of the ICDL Foundation is to support the world’s children in becoming effective members of the global community by making the best in children’s literature available online free of charge. They have two iPhone apps for reading and creating books which are available for free in the iTunes App Store.
3.2. Augmented Reality
3.2.1. Definition
3.2.1.1. Blending virtual information with that of the real world for the purpose of enhancing what we can perceive.
3.2.1.1.1. Marker Based
3.2.1.1.2. Non-Marker Based
3.2.2. Advantages
3.2.2.1. Increasing Accessibility
3.2.2.2. Add an extra layer of "perception"
3.2.3. In Teaching
3.2.3.1. Discovery Learning
3.2.3.2. Problem-Based Learning
3.2.3.3. Augmented Books
3.2.4. Examples in Education
3.2.4.1. Augmented reality can be used to model objects, allowing students to envision how a given item would look in different settings. Students studying the California missions, Byzantine architecture, or other structures could create detailed models to accompany in-class presentations.
3.2.4.2. ARSights http://www.arsights.com ARSights uses locations and structures in Google Earth to project augmented reality models of historical buildings and sites. Students can take virtual field trips, looking at three dimensional models from different angles while seeing where on the globe they are actually located.
3.2.4.2.1. +
3.2.5. Challenges
3.2.5.1. Not Widely used in K-12 Ed
3.3. jugar basado en aprendizaje
3.3.1. Types
3.3.1.1. Non-Digital
3.3.1.2. Digital but Non-Collaborative
3.3.1.3. Digital and Collaborative
3.3.2. Advantages
3.3.2.1. Feeling of workings towards a goal
3.3.2.2. Potential for Great Success
3.3.2.3. Ability to Problem Solve
3.3.2.4. Collaboration
3.3.2.5. Socilization
3.3.2.6. Interesting Story Lines
3.3.3. In Teaching
3.3.3.1. Transformative
3.3.3.2. Motivating
3.3.4. Good Game Design
3.3.4.1. Research
3.3.4.2. Creative Thinking
3.3.4.3. Ability to See Problems & Solutions
3.3.5. Highest Potential
3.3.5.1. Massively Multiplayer Online
3.3.5.2. Alternative Reality Games
3.3.6. Examples in Education
3.3.6.1. Twenty schools in Victoria, Australia, used a drag-and-drop animation game to produce stories using backgrounds, characters, and objects from high-quality digital reproductions from The Floating World, the National Gallery of Victoria’s collection of Edo period Japanese woodblock prints.
3.3.6.2. The World of Warcraft (WoW) in School Project (http://wowinschool.pbworks. com) engages at-risk students at Suffern Middle School in New York and Cape Fear Middle School in North Carolina in an afterschool program that teaches skills in communication, digital literacy, online safety, mathematics, and leadership through game play.
3.3.7. Challenges
3.3.7.1. Not Broadly accepted in Education
3.4. Flexible Displays
3.4.1. Definition
3.4.1.1. Flexible displays are essentially very thin display screens — as thin as a credit card — that can be printed onto flexible or stretchable material and then attached to other surfaces or produced in a variety of shapes
3.4.2. Advantages
3.4.2.1. Cheap
3.4.2.2. Printable
3.4.2.3. Flexible/Bendible
3.4.2.4. Uses organic light-emitting diode (OLED) technology, produces its own light source
3.4.3. Possible Uses
3.4.3.1. flexible organic flash memory
3.4.3.1.1. can hold information for a long time without continued electrical power
3.4.3.2. books
3.4.3.3. Integration with everyday objects
3.4.3.4. Allows thin touch-sensitive displays
3.4.4. In Teaching
3.4.4.1. Currently an enabling technology
3.4.4.2. Textbooks
3.4.5. Possibilities In Education
3.4.5.1. Science. Flexible displays will lead to increased information display opportunities. Lab equipment might include displays with safety information or instructions for operating complex devices.
3.4.5.2. Enhancing books with audio, visual elements, and animated content
3.5. Cloud Computing
3.5.1. Advantages
3.5.1.1. Cheap
3.5.1.2. No need to download programs/softeware
3.5.1.3. Reduced need for infrastructure
3.5.1.4. Variety of Access Points
3.5.2. Challenges
3.5.2.1. Used by instructors, but not students
3.5.3. Examples for Education
3.5.3.1. At West Springfield High School in Springfield, Massachusetts, English classes use Adobe Buzzword to create, edit, and review writing assignments.
3.5.4. Definition
3.5.4.1. A group of computers that stores, runs, processes or otherwise makes use of data for other machines
3.5.4.1.1. Storage and Processing
3.5.4.1.2. Developmental Programs
3.5.4.1.3. Cloud-Based Applications
3.6. Collaborative Enviroments
3.6.1. Definition
3.6.1.1. online spaces where the focus is on making it easy to collaborate and work in groups, no matter where the participants may be
3.6.1.1.1. Wiki
3.6.1.1.2. Blogging
3.6.1.1.3. Voice Threads
3.6.2. Advantages
3.6.2.1. Easy to Use
3.6.2.2. Exchanging Ideas
3.6.2.3. Sharing Knowledge
3.6.3. Challenges
3.6.3.1. Costly
3.6.4. In Teaching
3.6.4.1. Large Component of Online Instruction
3.6.4.2. Collaboration Across Distance
3.6.4.3. Easy Creation of Learning Communities
3.6.5. Examples In Education
3.6.5.1. The Arctic Research Consortium of the United States (ARCUS) used the collaborative environment Wimba to connect K-12 students in 10 states with their teachers who were taking part in Arctic and Antarctic research expeditions. The teachers used both synchronous and asynchronous means of communication to work with their classes back home.
3.6.5.2. eLanguages http://www.elanguages.org/ This international project facilitates collaboration between teachers and classrooms around the world. Teachers can elect or propose projects for their classes to take part in, exchange ideas with other teachers, and share resources.
4. canales criticos
4.1. media literatura
4.1.1. candados a profesores
4.1.2. aprender menos en herramientas mas a pensar
4.2. practicas educacionales cambiando lento
4.3. los estudiantes son diferentes a los de hace decadas
4.4. sumanor a reformas educativas
4.5. estrctura educativa rigida
4.5.1. resitencia al cambio
4.6. formas alternativas de aprender y evaluar
5. tecnologia
5.1. siendo parte de la vida del estudiante
5.1.1. intercatuando con informacion
5.1.2. informacion eslabonada
5.1.3. crear informacion
5.1.4. incrementar la informacion
5.2. cambiando la forma de ser
5.2.1. comunicacion
5.2.2. trabajo
5.2.3. colaboracion
5.3. incrementando los valores
5.3.1. inovacion
5.3.2. literatura en red
5.3.2.1. edad digital temprana
5.3.2.2. pensamiento inventivo
5.3.2.3. comunicacion efectiva
5.3.2.4. alta productividad
5.3.3. creayividad
5.4. incrementando los valores de la forma de educar
5.4.1. Online
5.4.2. mentores
5.4.3. estudio independiente
5.5. cambiando los lugares donde aprendemos
5.5.1. literatura en red
5.5.1.1. edad digital temprana
5.5.1.2. pensamiento inventivo
5.5.1.3. comunicacion efectiva
5.5.1.4. alta productividad