How technology is shaping the future of education

Technology has previously been seen as a disruptive influence in the classroom, but this perception is changing because Innovations in education technology have greatly changed every aspect of our lives in the last several years. Learning has become fun with more online courses, where students feel convenient as even the exams have gone online. For this reason more and more teachers are using technological tools to change the traditional way of teaching, so then, will be shown below a mind map that contains a great deal of information about technology and its influence on education. But, What is a mind map? A mind map is an easy way to brainstorm thoughts organically without worrying about order and structure. It allows you to visually structure your ideas to help with analysis and recall.

Without a doubt the technology of the future will surpass our imagination and be a great help for teachers, but I believe there will be drastic changes in teaching, caluculators will replace the traditional methods of caluculating mathmatics, the same will happen with other áreas. Teachers will teach where to find the information rather than how to use it.

My first blog entry

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Hello, welcome to my blog. 

This is a blog in which we can find four different types of activities created in educaplay with the aim of learning more about this tool, it is very useful and at the same time fun. Here we will be able to develop four different activities. If you want to learn more about Educaplay here is the link. https://www.educaplay.com/

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First Activity

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It is a matching game activity, the teacher is given a list of words that must be grouped into categories. The categories could be pairs of words, such as synonyms, countries and capitals, or vocabulary and definitions. Or they could be larger groups, such as types of animals or parts of speech. But this activity is about baby animals, let´s do it.  
Second Activity

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The objective of this activity is to match pairs of items. Each item can be text, an image, or audio. The student identifies the matching pair by clicking on the two items that form it. Now, we are going to learn about the organs of the human body through the matching mosaic game.

 

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Third Activity

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The Fill in the Blanks activity consists of filling in the missing words of a given text. The text can be phrases, sentences, or even full paragraphs. In this case we will complement the paragraph by using the verb "get".

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Fourth Activity

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The Video Quiz activity gives you the ability to intersperse interactive questions throughout a YouTube video. It also allows you to combine several videos into one new video. The activity is a sequence of video segments, each followed by a question that prompts the student for a response.

Simple Present

The simple present tense is used to talk and describe activities that we usually do in our everyday life.  junk food

Reflect on the concept of “soft eyes” (p. 113). Think of a situation where having “soft eyes” might have helped you in the classroom. Describe what happened, how you reacted, and how you would have liked to react.

When speaking of the soft eyes the writer refers to open the eyes of us first to see what's around, so we have as a resource and time to educate. But we must see the beautiful things of life around us, then we can invite our students to appreciate this and enter the world of the mysteries surrounding us that cannot possibly come to understand but are a gift which there to appreciate and care. This can help in the classroom that also invite our students to see more of what is around them, invite them to appreciate every single detail. As a result, the students learn to broaden their perspectives and periphery that they have the world around them.

3. As a student, did you have courses that made you a participant in the community of truth gathered around that subject? If so, describe how they worked. Compare their impact to courses that simply introduced you to the facts about the subject. Do you think “the community of truth” is an accurate image of the way knowledge is gathered in your field? Why or why not? Reflect on the concept of “soft eyes” (p. 113). Think of a situation where having “soft eyes” might have helped you in the classroom. Describe what happened, how you reacted, and how you would have liked to react.

As a student throughout the all the career, I participated in activities in which I shared with my fellow community as many of my teachers taught by creating a space in which the community of truth is practiced. The hallmark of the community of truth is not the psychological intimacy or political or pragmatic accountability civility, while not excluding these virtues. By practicing the truth in the community I've noticed that it works best to integrate each group member as to know everyone in the group his thoughts and how they act when participating in community known. Therefore it has been one of the best experiences so more is known about this topic and then put it into practice as a teacher with students. With what I have read in this chapter I also realized that this model of community reaches deeper in ontology and assumptions epistemology about the nature of reality and how we know it-on which all education is built. The hallmark of the community of truth is in its assertion that reality is a network of community relations, and we know the reality just by being in community with him. To my community the truth if an accurate picture of knowledge when taking into account each of the elements essential to carry out the first step toward understanding the community really understand that the community is the essential form reality, the matrix of all being, that is, we're all on the right to belong to a community. The next step brings us the nature of reality to the question of how we know to be in community with ourselves. If you do not know what we want, or what they are far less power will be in community with others. So the community is to collect all knowledge and then put it into practice.

2. Do you feel a “sense of community” with each subject you study? What is the nature of that relationship? How has your relationship with your subject enriched your life? Stretched your life? Challenged your life? Changed your life?

1.     With each topic that I had studied, I felt community. At first I know myself I could then meet my classmates and having a good relationship. Although, often not coincide with the views you try to learn from the opinions of others and to accept the group to which one belongs. When studying each topic you share with peers and creates connectivity between each, the nature of this relationship is to recognize that most of us will achieve true intimacy with only a handful of people in life, without try to force anyone to belong to our group. Respecting each of the members and the ideas of others. My relationship with each of the members who have enriched my ability to belong to a community and understand that it is a community was acceptable and was based on fear losing the relationship and communication with them. Since I have been challenged to be different, to accept the opinions of others and solve problems together, so it has changed my life in a positive way because as the same chapter the model of community that I look says it is one that can embrace, guide, and refine the core mission of education-the mission of knowing, teaching and learning.

1. Write about an experience of community, of any duration, that has been meaningful to you (letting community mean whatever it may mean to you). What went on in that situation that made it “community” for you? What was going on in you at that time that made you available to this community?

One of the most meaningful experiences of community for me was when I started to study in the university, because I did not know anyone and to staying in group or community was hard for me. Since I started the career I was very shy and I made it difficult to make friends with others and I know that the community can not take root in a divided life which began to realize that I had to stay in a group. When you start dealing with others I realized that just because they are in communion with ourselves we find community with others as I have read in this chapter, for only then can come to know ourselves while we get to know to others. Community is an outward and visible sign of an inward and invisible grace, flowing identity and personal integrity in the world of relationships. Therefore to interact with others I could understand that I had to show me as I am not trying to impress anyone, without losing my identity and learning to accept others. As a result of this experience is one that most marked me when talking of the community understand that and to me it seemed to me difficult to belong to a community and it happens to many people especially our students many times we do not realize it but they do not feel welcome or comfortable with their peers. Since they do not understand that community building is essential. First, the students have a basic need to belong to a group; at first I was a little uninformed use of strategies to connect students to each other and to me. As Mr. Palmer does point out, it was messy, and I've certainly learned a lot. Fortunately, now are the importance of community and the importance of staying in it.