AeCTSTechnology for Teaching

Angélica Guevara BernalCentro Colombo Americano Pereira – Cartago

Octubre 11 de 2013

Do you want to …

engage, motivate, challenge

and,inspire

your students

when using technology in the

classroom?

Priscilla Northon & Dawn Hathaway

George Mason University

What is AeCTs for?

Real Problems

Solving

What is AeCTs for?

Authentic Problems

Solving

How do we solve authentic problems?

ToolsThinking

Skills

What are thinking skills?

Thinking skills are mental processes that we apply when we seek to make sense of experience.

Bloom’s Taxonomy Thinking Skills:

Thinking Skills

Real Proble

ms

Analyzing

Remembering

Understanding

Applying

Evaluating Creating

How to solve authentic problems?

Individually?

Collaboratively?

Which type of tools?

Tools

«During humankind’s evolution, more complex structures of activity mediated by more complex tools produce more complex mental structures.»

Lev. Vigotsky

About Tools (Mediators) – Lev. Vigotsky

«Two phenomena marked the mediated relationship of humans with the environment:- The use of tools within a social organized activity.- The use of language as a cultural form of

mediation.

«By using activity mediators, the human being is able to modify the environment and this is her way of interacting with nature.»

http://www.slideshare.net/dtr200x/vygotskys-theory-of-cognitive-development-presentation

Which type of tools?

O Tools that help students produce knowledge.

O Tools of which we are aware what their affordances are.

O Tools that help develop thinking skills.

O Tools that are easy to use.O Tools that serve the goal of a

lesson.

AuthenticProblems

How to solve authentic problems?

Appropriate Tools

Thinking Skills

What does AeCTS stand for?

A uthentic problem

S oftware

e xit strategy

C learoutcome

T hinking skills

AeCTSAeCTS is, in my view, the methodology for teaching with technology tools.

When used, the teacher can find ways to make technological tools solve real problems, which means that the lesson will be focused on solving a problem not on learning how special software works.

A uthentic ProblemFor creating authentic problems we need to bear in mind that problems have to make sense for students. They are described as very appealing and challenging.

Authentic problems need to be completely related to the real world or the real context in which they live.

When lessons are designed around authentic problems and make students care about the task that they are completing, the lesson is more successful.

E xit Strategy

This exit strategy tells us about the other many opportunities the authentic problem can derive. Students can take a part in designing slight modifications to the outcomes.

C lear Outcome“The product” Students will no longer reproduce knowledge but produce content.

The technology tools that we choose must be rooted in that specific product we want our students to create for developing their linguistic competences: - Listening- Reading- Writing- Speaking

T hinking SkillWe need to be consider those thinking skills that we want our students to develop when working on an AeCTS lessons.

How that specific thinking skill will develop the competences? - Listening- Reading- Writing- Speaking

We need to design lessons and opportunities that don't just teach students how to learn but rather how to think.

S oftware SkillsAeCTS tell us about teaching only the specific software skills that will meet the goals of the lesson.

Tool Affordances

The properties of an specific tool: those that best serve the goals of my lesson.

In other words, «To match the tool with the goal.»

Planning a Lesson

with AeCTS

Planning a Lesson with AeCTS

1. What are my goals?2. What thinking skills do I want to develop in

my students?3. What language competences do I want to

develop in my students? 4. How can that tool or software be useful for

a specific lesson?5. What are the affordances of that specific

tool?6. What is the product the students will create

at the end of the lesson?

What are the Tool Affordances of…

- Podcasts- Videos- Wikis- Blogs- WebQuests- Databases- Other Web

2.0 tools http://mason.gmu.edu/~mjaeckel/portfolio/innovator/afford.html

http://www.youtube.com/watch?v=0vHraCACsqA

Instructional Time

Which elements of that tool (software) will you teach to your students?

The time you spend on preparing your students for the lesson is the key for

great results.

Students will play, explore, and assign meaning and function to what they do.

How to make a Video by using AeCTS?

Social Service Announcement Video

O AUTHENTIC PROBLEM:You will raise awareness on the following issues:- Online predators.- Internet Fraud- Viruses - Cyberbullying- On line plagiarismO Exit strategy: Students’ ideas on the topic.O CLEAR OUTCOME: Reinforcing the four competences.O THINKING SKILLS: remembering, understanding,

analyzing, applying, evaluating, creating.O SOFTWARE SKILLS: How to make a video and how to

handle the Flip Camera.

Guidelines for making a video

By Ahmed Bakouch http://bakouchahmed.pbworks.com/w/page/63527697/Technology%20Integration

http://www.youtube.com/watch?v=odQ1Up020aA

How to create

a Podcastby using AeCTS?

Monument MomentsO AUTHENTIC PROBLEM:You will participate in the latest production of Travel Cast Series of Real Travel Experiences Magazine.O Exit strategy: Students’s ideas on the topic.O CLEAR OUTCOME: Reinforcing the four

competences.O THINKING SKILLS: understanding, analyzing,

applying, evaluating, creating.O SOFTWARE SKILLS: Audacity: steps and helpful

information about what to use from the software.

See the whole lesson here.

http://www.youtube.com/watch?v=JTmBPtjByIc

How to create

a Wiki

by using AeCTS?

PorfoliosO AUTHENTIC PROBLEM:Students will gather all the artifacts made during the lessons and write their own reflections on the most relevant topics.O Exit strategy: Students’s ideas.O CLEAR OUTCOME: Reinforcing the four

competences.O THINKING SKILLS: understanding,

analyzing, applying, evaluating, creating.O SOFTWARE SKILLS: Pbworks.

Why using AeCTS to design your lessons?

Successful Classes integrating technology follow the AeCTS and SSCC (Search, Sort, Create, Communicate) design principles because: They allow for students to collaborate and

synthesize material into something meaningful to them.  

They help turn something abstract into something that is concrete and therefore meaningful to the student.  

They can be used with both technological and non-technological tools.

They better scaffold the instruction and student work into smaller pieces.

Print ResourcesO Brooks, Jacqueline Grennon. In Search of Understanding the Case for Constructivist Classrooms. Alexandria: Assn Supervn

& Curr Dev, 1999. Print.O Brown, John Seely, Allan Collins, and Paul Duguid. Situated Cognition and the Culture of Learning. Champaign, Ill.:

University of Illinois at Urbana-Champaign, 1989. Print.O Card, Orson Scott. Ender's Game. Rev. ed. New York: Tor, 1991. Print.O Collins, Allan, and Richard Halverson. Rethinking Education in the Age of Technology: the Digital Revolution and Schooling

in America. New York: Teachers College Press, 2009. Print.O Cuban, Larry. Oversold and Underused: Computers in the Classroom. Cambridge, Mass.: Harvard University Press, 2001.

Print.O Danielson, Charlotte. Teacher Leadership that Strengthens Professional Practice. Alexandria, Va.: Association for

Supervision and Curriculum Development, 2006. Print.O Gee, James Paul. Good Video Games + Good Learning: Collected Essays on Video Games, Learning, and Literacy. New York:

P. Lang, 2007. Print.O Gilster, Paul. Digital literacy. New York: Wiley Computer Pub., 1997. Print.O Horn, Robert E.. "A New Language Emerges." Visual language: global communication for the 21st century. Bainbridge

Island, Wash.: MacroVU, Inc., 1998. 1-22. Print.O Johnson, Steven. Everything Bad is Good for You: How Today's Popular culture is actually making us smarter. New York:

Riverhead Books, 2005. Print.O Norton, Priscilla, and Debra Sprague. Technology for Teaching. Boston, MA: Allyn and Bacon, 2001. Print.O Norton, Priscilla, and Karin M. Wiburg. Teaching with Technology: Designing Opportunities to Learn. 2nd ed. Belmont, CA:

Thompson/Wadsworth, 2003. Print.O Peddiwell, J. Abner. The Saber-Tooth Curriculum. New York: McGraw-Hill, 1939. Print.O Pink, Daniel H.. A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York: Riverhead Books,

2005. Print.O Reynolds, Garr. Presentation Zen: Simple Ideas on Presentation Design and Delivery. Berkeley, CA: New Riders Pub., 2008.

Print.O Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. 2nd ed. Thousand Oaks, Calif:

Corwin, 2009. Print.O Roam, Dan. The Back of the Napkin: Solving Problems and Selling Ideas with Pictures. New York: Portfolio, 2008. Print.O Standage, Tom. The Victorian Internet: the Remarkable Story of the Telegraph and the Nineteenth centuryʼs on-line

pioneers. New York: Walker and Co., 1998. Print.O Tapscott, Don. Grown Up Digital: How the Net Generation is Changing Your World. New York: McGraw-Hill, 2009. Print.O Tishman, Shari, David N. Perkins, and Eileen Jay. The Thinking Classroom: Learning and Teaching in a Culture of Thinking.

Boston: Allyn and Bacon, 1995. Print.O Toffler, Alvin, and Heidi Toffler. Revolutionary Wealth. New York: Knopf, 2006. Print.O Vygotskiĭ, L. S., and Michael Cole. Mind in Society: the Development of Higher Psychological Processes. Cambridge:

Harvard University Press, 1978. Print.O Williams, Robin. The Non-Designer's Design Book. 3rd ed. Berkeley, Calif.: Peachpit ;, 2008. Print.

http://mason.gmu.edu/~mjaeckel/portfolio/resources.html

Many Thanks!!

For more information go to: angelicatea.wordpress.com