Activity 1.2.6 Why do schools choose to use ICT? (Optional)

Refer to Section 1.2 of the document you downloaded in Activity 1.2.5, Chapter 1: Setting the Context, which summarises the reasons why the survey schools chose to use ICT.
Categorise your answers to Activity 1.2.4 Q3, using this analysis, to record in your Course Journal your reasons for using or not using ICT as 'external', 'internal' or 'educational'.

Add to this list any other possible reason that you think of, if this process suggests other possible reasons for using ICT that would apply to your own context.

Should

a. Wider reach and experience results delivery (external/internal)
b. ICT abilities development (internal/educational)
c. Flexibility in learning strategies (when considering them as an option or alternative for vision expansion) (external/internal/ educational)

Should not

a. If teachers or facilitators are not aware that technologies should help learning and teaching goals (internal/educational)
b. If accessibility will be a matter of difficulties among students (internal)
c. If the resulting products generated collaboratively will not be shared outside the classroom (internal)

Refrences used  for this activity

Extract from Kalaš, I., Laval, E., Laurillard, D., Lim, C.P., Meyer, F., Musgrave, S., Senteni,  A., Tokareva, N., Turcsányi-Szabó, M. (2014). ICT in Primary Education: Volume 2 Policy, Practices, and Recommendations. Moscow, Russian Federation: UNESCO Institute for Information Technologies in Education.

Extract from Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robinson, A. J. (2009). Confronting the challenges of participatory culture. Retrieved from http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf

Activity 1.2.4 What is our collective perspective on the role of ICT in primary education? (Optional)

What are your main reasons for thinking ICT should or should not be used in primary education?

Should

a. Wider reach and experience results delivery
b. ICT abilities development
c. Flexibility in learning strategies (when considering them as an option or alternative for vision expansion)
Added from Activity 1.5.1 (Core)
d. mind amplifier
e. creativity expander

Should not

a. If teachers or facilitators are not aware that technologies should help learning and teaching goals
b. If accessibility will be a matter of difficulties among students
c. If the resulting products generated collaboratively will not be shared outside the classroom

ICT and types of learning about Toys and Games in Mexico

Activity 1.2.2 Which aspects of technology use foster which types of learning? (Core)

Given the references to analyze the ICT and types of learning:

Definitions are taken from Chapters 6-11 in Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

Laurillard, D. (2014). Types of learning and learning technologies [Video archive]. Available from https://class.coursera.org/ictinprimary-001/lecture/11

I share my activity results:

ICT and types of learning about
Traditional toys and games in Mexico

Learning through:	Students learning about your topic could be using:
Acquisition	Listening to older friends, relatives and people. Reading digital documents about the subject. Visiting dedicated websites, listening to podcasts and watching videos about the subject.
Discussion	Children invite older friends and or relatives to show traditional games and toys and talk about differences between those and actual massive industrial products. Talks can be in a specific place or delivered through Skype or other VoIP tools.
Investigation	Asking among older friends, relatives and people. Field trips to dedicated markets and real or virtual museums. Children are welcomed to use digital tools to record images and experiences lived.
Practice	Watch and feel the toys and play the games. Interact with thematic software such as the one developed by the Universidad Nacional Autónoma de México.
Collaboration	Kids in groups identify some of the principal types of Mexico`s traditional toys and games and get together in teams to pick their favourite example.
Production	They either develop their own toys with natural materials available and according to their possibilities, or get together to play the game.

Regards