Education digest (20140414 - 20140418)


Sobre la educación de hoy en día: "Involúcrame y lo entenderé" Mobile World Capital Barcelona

  • En general, se valora más a los alumnos por lo que memorizan que por lo que aprenden, entienden y asimilan.
  • Nos encontramos con una saturación de información que no son capaces de asimilar. ¿Cómo se puede gestionar toda esta información?
  • La tecnología permite asimilar y entender contenidos mediante la participación del alumno.


Creativity and the Brain: What We Can Learn From Jazz Musicians. Mind Shift

  • Luckily, creativity isn’t an unknowable, mystical quality. It can be developed. “You have to cultivate these behaviors by introducing them to children and recognizing that the more you do it, the better you are at doing it,”
  • The problem is a lot of kids don’t get much unstructured time either in school or out of it. School is often based on right or wrong answers, leaving little room for students to come up with ideas that haven’t been taught to them before.
  • Even a lot of music lessons have become about the discipline of learning to play well, not the joy of creating the music.
  • Children should have part of every lesson reserved for improvisation and free form play, Limb said.

Unprogrammed time is necessary for students to practice using their creativity.

PBL is the answer

A flipped journey: How PBL rescued my classroom. ISTE Connects

  • I blended the flipped model with project-based learning. Now my students watch those brief instructional videos at home and in class we engage in project-based learning to deepen their understanding of the concepts.
  • Gone are the worksheets. Gone are the test-formatted questions. Instead we focus on learning the actual concepts in ways I had never experienced before. My classroom is fun again, my students enjoy the learning and I feel reignited in my career choice.
  • “How do I even get started?” He gives some tips.

Maker movement


  • Making is a fantastic way to engage many students, but it’s only the first step toward an even greater revolution.
  • If we wish to build a thriving and responsive economy, the future of education cannot be about giving students the skills to fill jobs; it must be about giving them the skills to create jobs.
  • This requires more than technical skills, it requires empathy, context and innovation.
  • It’s time for the Maker Movement to become the ChangeMaker Movement.

Not know the answer

Is it OK for teachers to not know the answer? ISTE

  • “Instead of saying, ‘I’m going to teach you about this’ or, ‘We’re going to talk about this today,’ a better idea would be to start with a question: How did natives in Arizona survive during summer?” said educational technologist LeeAnn Lindsey
  • By appearing genuinely confused about a concept, a teacher not only models curiosity and inquiry as vehicles for learning but deliberately takes on the role of learning partner rather than expert.
  • “I lay out my weaknesses before my students very clearly,” he said. “If you don’t show your weaknesses, they’re going to think you’re perfect and that they have to rise to that level. This way, they see that I make mistakes but I learn from them.”

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