One-to-one TEL: Difference between revisions
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* '''One-to-One Technology-Enhanced Learning''' (1to1 TEL) {{quotation | means that a student uses at least one computing device for learning. In some cases, a student may use more than one computing device or use a computing device together with some equipment in which there are some embedded micro-processors}} (http://www.g1on1.org/Chan%20et%20al2006_One-to-one%20technology-enha.pdf Chan et al.2006: 7). | * '''One-to-One Technology-Enhanced Learning''' (1to1 TEL) {{quotation | means that a student uses at least one computing device for learning. In some cases, a student may use more than one computing device or use a computing device together with some equipment in which there are some embedded micro-processors}} (http://www.g1on1.org/Chan%20et%20al2006_One-to-one%20technology-enha.pdf Chan et al.2006: 7). | ||
The same authors associate "computing device" with | The same authors associate "computing device" with [[mobile learning]], i.e. the use of smaller hand-held devices. They enumerate according to (Klopfer, Squire & Jenkins, 2002) a number of features that make handhelds interesting for education: | ||
{{quotationbox | | {{quotationbox | | ||
# Portability that takes the computer to different sites and allows movement within a site so that the bounds of the classroom are extended to the limits of wireless networks; | # Portability that takes the computer to different sites and allows movement within a site so that the bounds of the classroom are extended to the limits of wireless networks; | ||
# Social interactivity supported by via mobile and wireless technologies that enables direct peer-to-peer communication, data exchange, and face-to-face interactions and collaboration; | # Social interactivity supported by via mobile and wireless technologies that enables direct peer-to-peer communication, data exchange, and face-to-face interactions and collaboration; | ||
# Customization to the individual | # Customization to the individual's path of investigation; | ||
# Context sensitivity that automatically logs and aggregates usage for designing collaborative filtering systems and predictive user interfaces; | # Context sensitivity that automatically logs and aggregates usage for designing collaborative filtering systems and predictive user interfaces; | ||
# Connectivity that creates a true shared environment via a common network for data collection among distributed devices; | # Connectivity that creates a true shared environment via a common network for data collection among distributed devices; | ||
# Combining digital and physical worlds with sensors, smart rooms, and ambient environments that capture real-world information of users, devices, and locations (geographical information systems) and represent it in a format that is usable in the digital realm.}} | # Combining digital and physical worlds with sensors, smart rooms, and ambient environments that capture real-world information of users, devices, and locations (geographical information systems) and represent it in a format that is usable in the digital realm.}} | ||
(Chan et al.2006: 8). | (Chan et al.2006: 8). | ||
== Links == | |||
[http://www.g1on1.org/inventory/bibliography.php One-to-One Technology-Enhanced Learning Bibliography] | |||
== References == | == References == | ||
* Chan, Tak-Wai et al. (2006), Research and Practice in Technology Enhanced Learning Vol. 1, No. 1 (2006) 3-29, World Scientific Publishing Company & Asia-Pacific Society for Computers in Education. PDF. | * Chan, Tak-Wai et al. (2006), Research and Practice in Technology Enhanced Learning Vol. 1, No. 1 (2006) 3-29, World Scientific Publishing Company & Asia-Pacific Society for Computers in Education. PDF. | ||
Revision as of 18:44, 17 July 2006
Definition
- One-to-One Technology-Enhanced Learning (1to1 TEL) “means that a student uses at least one computing device for learning. In some cases, a student may use more than one computing device or use a computing device together with some equipment in which there are some embedded micro-processors” (http://www.g1on1.org/Chan%20et%20al2006_One-to-one%20technology-enha.pdf Chan et al.2006: 7).
The same authors associate "computing device" with mobile learning, i.e. the use of smaller hand-held devices. They enumerate according to (Klopfer, Squire & Jenkins, 2002) a number of features that make handhelds interesting for education:
- Portability that takes the computer to different sites and allows movement within a site so that the bounds of the classroom are extended to the limits of wireless networks;
- Social interactivity supported by via mobile and wireless technologies that enables direct peer-to-peer communication, data exchange, and face-to-face interactions and collaboration;
- Customization to the individual's path of investigation;
- Context sensitivity that automatically logs and aggregates usage for designing collaborative filtering systems and predictive user interfaces;
- Connectivity that creates a true shared environment via a common network for data collection among distributed devices;
- Combining digital and physical worlds with sensors, smart rooms, and ambient environments that capture real-world information of users, devices, and locations (geographical information systems) and represent it in a format that is usable in the digital realm.
(Chan et al.2006: 8).
Links
One-to-One Technology-Enhanced Learning Bibliography
References
- Chan, Tak-Wai et al. (2006), Research and Practice in Technology Enhanced Learning Vol. 1, No. 1 (2006) 3-29, World Scientific Publishing Company & Asia-Pacific Society for Computers in Education. PDF.