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intervento di Tuula Asikainen - Summer University of LaplandCremona, 25.ott.2011convegno "GLOCLIL, fron thoery to practice in the global village"
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CLIL Practice and the Digital DivideChallenges and Opportunities
CLIL: From Theory to Practice, Italy
Tuula Asikainen, October 2011
The path for this talk
Introduction
Challenges:Trends Shaping Education
Growth of technology / digital divide
Opportunities:Making the most of what we have
Unlearning and learningBuilding professional competence
The dynamics of Globalization
New Social Challenges
The Changing World of Work
Transformation of Childhood
ICT – the Next Generation
Exponential growth of technology
The past 3000 yearson a 24 - hour clock
60 minutes = 50 years
digital divideknowledge dividegeneration divide
Digital divide
Homo Sapiens
conventional speed
mono tasking
linear approaches
reading skills first
stand alone
competitive
learning by absorbing
separating learning and playing
learning by internalizing
focused on reality
Homo Zappiens
high speed
multi tasking
non linear approaches
iconic skills first
connected
collaborative
learning by searching
learning by playing
learning by externalizing
using fantasy
Digital divide
Expression of self
Personalization
Winning by sharing
Peers as reference
Power to the user
Digital divide
know-whatknow-howknow-whoknow-why
Digital divide
The Internet Generation
Embracing social media rather than banning it.
The Internet Generation
Let’s not fight a losing battle. … moving with the students, rather than moving against them.
Social Media is Not Going Away….
The Internet Generation
When students are engaged, they learn
better.
The Internet Generation in Lapland, Finland
2010-2011
Study on students’
- use of social media
- languages they need and practice while using web2.0
- attitudes to languages, language learning in and out of school, and
- estimates on language needs in the future
Digital divide
englanti
9
118
145
14
69
111
58
Englantiaen tarvitse työssäni matkustaessa perheeni kanssaystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani
ruotsi
40
69
99
10
28
59
14
Ruotsiaen tarvitse työssäni matkustaessa perheeni kanssaystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani
venäjää
121
15
34
1 26
2
Venäjääen tarvitse työssäni matkustaessa perheeni kanssaystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani
saksaa
111
19
46
2
810
6
Saksaaen tarvitse työssäni matkustaessa perheeni kanssaystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani
ranskaa
113118
145
14
69
111
58
Ranskaaen tarvitse työssäni matkustaessa perheeni kanssaystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani
saamea
120
8
18 1715
119
Saameaen tarvitse työssäni matkustaessa perheeni kanssaystävieni kanssa opiskeluissani vapaa-ajan harrastuksissani
From classroom-based instruction to learning environments, and individual learning paths and learning spaces?
Learning environment (vs. classroom-based instruction)
• active, self-directed learning• authentic
• interaction-oriented• problem-oriented
• holistic and of longer duration• networked learning
Key competences Teacher competences
Comenius courses for professional development and lifelong learning
Activating New Technologies for CLIL Practice (FI-2012-105-001)Granada, Spain14-18.5.2012
Good CLIL Science Practice (FI-2012-102-001)Barcelona, Spain21-15.5.2012
Good CLIL Materials (FI-2012-104-002)Rovaniemi, Finland11-15.6.2012
Good CLIL Materials – Advanced (FI-2012-103-001)Galway, Ireland18-23.6.2012
`Would you tell me, please, which way I ought to go from here?'
’That depends a good deal on where you want to get to,' said the Cat.
I don't much care where--' said Alice.
Then it doesn't matter which way you go,' said the Cat.
--so long as I get somewhere,' Alice added as an explanation.
’Oh, you're sure to do that,' said the Cat, `if you only walk long enough.'
Grazie!
Kiitos!
Thank you for your attention!
