Few projects to introduce ICTs at scale across an entire education system have received as much global attention as that of Plan Ceibal in Uruguay, which has (among many other initiatives) provided free laptop computers to all public school students. http://www.ceibal.edu.uy/
This initiative was presented at the Cyberlearning 2015: Connect, Collaborate, and Create the Future held January 27-28, 2015, Virginia #cyberlearning.
6. Access to a PC by quintil
of income
% of people
1er quintile 2do quintile 3er quintile 4to quintile 5to quintile
87%
78%
76%
73%
71%
56%
32%
10%
19%
5%
8. Use of Ceibal Laptops
at Home by Families
Yes
No
Doesn't know
What changed is the context of learning:
9. • Equality, identity, community support.
• High impact in low SE families computer and connectivity
• More use of laptops at home less TV (87% self-learning)
• Change roles: teacher & kids.
• New spaces of interaction (wifi public spaces).
The implementation of Ceibal
12. • Write, search information, develop projects,
collaborative activities.
• Main challenges: lack of training and time.
• Learning support assistants: e-skills, pedagogic
coach, tools, stimulate creativity.
• Higher motivation of students (class/home).
Teachers:
63% satisfied with the experience.
76% very positive the effects on students.
2/3 identify change in their practices.
13. • Technology as an accelerator of Deep
Learning
1. Formative evaluation systems
2. Remote English teachers
3. Math Adaptive Platform
4. Logic, programming & robotics (Labs)
14. Systematic On line tests for Science, Mathematics
and Reading
On line Evaluation
On line Evaluation Done
Students from grade 3rd to
9th participated
313,966
860,154 Tests done in 2014
It offer immediate information
of students performance
Identify problems - feedback to each students – adjust methodology
15. • Partnership with The British Council
• Expanded presence: Classes through VC 6,000
miles away. (Remote Teachers working with
Local Classroom Teachers)
• 2015: All students from 4th to 6th grade
• BC: remote teaching is an emerging trend
Teaching English
2015: 100,000 students
4,000 groups third party supplies the tests
18. 1,600 teachers
Learning to (re)build technologies
• Robotics Kits for Students
• Learning to code
• Multimedia
• MOOC Programming Course
• 3D Printers
extracurricular initiatives
Digital Technology Labs
21. The challenge – to expand the educational environment
(learning by creating, sharing, making mistakes)
and activate the deepen knowledge acquisition
newpedagogies.info
22. New Pedagogies for Deep Learning
• 10 countries with 100 centers each
• Pedagogical model through exchange and continuous
improvement of deep learning experiences
• Co-construction of strategies in the use of technology
• Generation of new ways to measure, new results
Strategy
‘don’t value what we measure, measure what we value’
23. Questions of Challenge
• How to consolidate the blended learning?
(F2F, virtual, self/collective, formal, informal, i.e Citizen science)
• How to build new assessments and measure deep
learning? (new knowledge currencies)
• How to foster the personalization and adaptive
assessment? (learning analytics)
• How to stimulate student's creativity and self-
learning?(drop out)
• How to transition from a technology-centre approach
into alternative ways of understanding teaching practice?
(capacity building)
ceibal (edtech lab) – comparative studies -learning analytics (big data)
24. Ceibal
@cristobalcobo
Transforming Privileges into Rights.
Adding a layer of tools on top of traditional curriculum
is not enough to address the learning we need*
*(W.Richardson)The mind is not a vessel to be filled, but a fire to be kindled." — Plutarch
27. Challenges
• Resistance: Change teacher’s mind set (capacity building).
Transit from a technology-centre approach into alternative ways
of understanding teaching practice.
• More personalized learning experiences:
Integrate different learning environments (Formal/informal).
Embrace more flexible ways of integrating disciplines (PBL). Build
new assessments (holistic indicators).
there´s no one single accountability but a combination of outcomes
Editor's Notes
This is not a laptop program (is much more ambitious than that). Laptop is a device that by itself won’t make any difference.
First stage: Acces. Deployment of Network and provision of computers for every child. Free wifi network. Computer, school connectivity, public place connectivity. (Urban and rural areas)
Second: Adding support. Training of teachers (F2F and virtal)> laptop>softwares>skills; Educational contents; video conference in English. Kahn Academy contents (1,500 videos translated). Online assessment. English teaching. Dissemination of innovative practices. LabTed (robotic, coding).
Third: Quality implementation. Focus on math and literacy (English and math). Increase the number of student’s graduation rates.
Primaria – their training is not payid.
Secondary they work in several places at the same time.
Expanded presence
Implementation of education platforms (adaptive in Mathematics) where students can transit from less to more complex approaches.
from grade 2 to grade 9
Globalmindness
Adding a layer of tools on top of traditional curriculum does nothing to address the learning we need.
The computers were provided and then they got the training.
The use of computer is not mandatory
New technologies will bring new digital gaps
There not coclusive results regarding changes in students performances