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網路世代的教與學： 以 Facebook 為例

網路世代的教與學： 以 Facebook 為例. 華 梵大學外文系 陳劍涵. 前言 1. Students are different now!! 現 在學 生大不 同. We (educators) need to understand them so we can meet their new learning needs. 因此教育工作者必須瞭解學生的特質以進行教學.

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網路世代的教與學： 以 Facebook 為例

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  1. 網路世代的教與學：以Facebook為例 華梵大學外文系 陳劍涵

  2. 前言1. Students are different now!!現在學生大不同 We (educators) need to understand them so we can meet their new learning needs. 因此教育工作者必須瞭解學生的特質以進行教學

  3. Megan Casady, 17, sends instant messages, watches TV and listens to music while doing biology homework.Photo Credit: By Katherine Frey -- The Washington Post, Feb 26, 2007Related Article: Teens Can Multitask, But What Are Costs?, page A01 From Dr. Curtis Bonk

  4. 新世代的學習者 • The “Net Generation” 網路世代1977-1997 (Tapscott, 1998, 2009); The “Digital Natives” 數位原生1980-1994 (Prensky, 2001, 2005); The “Millennials” 千禧世代 (Howe & Strauss, 2000, 2003) 1. They want freedom in everything they do, from freedom of choice to freedom of expression. 2. They love to customize, personalize. 3. They are the new scrutinizers. 4. They look for corporate integrity and openness when deciding what to buy and where to work. 5. The Net Gen wants entertainment and play in their work, education, and social life. 6. They are the collaboration and relationship generation. 7. The Net Gen has a need for speed-and not just in video games. 8. They are innovators.

  5. Print out email to read? Print out Word document to edit? Bring people into your office to show a website? “Did you get the email” telephone call And many others… Receive information fast Parallel process and multi-task Prefer graphics before their text Prefer random access (like hypertext) Function best when networked Thrive on instant gratification and frequent rewards Prefer games to “serious work” Digital Immigrants 數位移民V.S. Digital Natives 數位原生(Prensky, 2001) “Our students today are all ‘digital natives’ of the digital language of computers, video games, and the Internet” (Prensky, 2001, p.1)

  6. 數位原生代(Digital Natives) V.S.數位移民者(Digital Immigrants) (Lai, 2009; 彭康鈞、徐新逸，民98)

  7. 2. The World Is Flat and Open Now!世界又平又開放 so students need to be prepared for future challenges.因此學生必須準備面對未來的挑戰

  8. 21st Century Technologies: Podcasts, Wikis, Blogs, Twitter, Google, My Space, Facebook, Second Life, Flickr….

  9. What are the new skills that students/teachers need?老師與學生需要的新技能 21st Century Skills & the NETs 21世紀技能與國家教育科技標準

  10. International Society for Technology in Education (ISTE):National Educational Technology Standards (2007; 2008)

  11. How do we teach the “Net Generation”?所以，我們如何進行網路世代的教學? Curriculum Level & Instructional Level 課程與教學層級

  12. New Literacies for 21st CenturyThe Partnership for 21st Century Skills (2007)

  13. The enGauge 21st Century Skills (2003)

  14. (Bailey & Ribble, 2007)

  15. Nature AND Nurture:Pedagogy (Bonk, 2007) Technology Pedagogy People, Society, Culture, etc.

  16. Computer, Internet & Culture 98-1, 98-2外文系大學部電腦網路與文化課程 • The Last Lecture (Dr. Pausch) & 3D Virual Reality • Susan Boyle & Youtube • Learning with Podcast • Secondlife Virtual World • Obama Election & Web 2.0 Technologies • Wikies and Wikipedia • Social Networking: Facebook, iLike, Flicker... • Micro-blogging: Plurk & Twitter • MIT Opencourses • Google Tools • E-Reading: Amazon Kindle • Online Shopping and E-Commerce • Flash Mob and Others • Final Presentations: PBL-Cyberculture Issues

  17. 以Facebook為教學平台進行英語學習

  18. 1. Read and Share 閱讀與反思(The Last Lecture by Dr. Randy Pausch)

  19. 2. Search and Share 搜尋與分享資訊(Susan Boyle & Youtube)

  20. 3. Online English Learning Resources and Share 分享英語學習資源

  21. 4. Debate in English 英語辯論(Tree Octopus)

  22. 5. MIT Opencourses 開放式課程

  23. 6. Discussion Board 討論區

  24. 7. Learning “after class” 課後學習

  25. 8. Others 其他

  26. Implications 教學啟示 • Spontaneity and Autonomy: Using technology to teach the “Net Generation”.以科技促進網路世代學生的自主學習 • Advantages and Disadvantages: Tools are neutral, depending on how you use it. 科技工具的正用與誤用 • Fostering learning communities to enhance teaching and learning effectiveness: People, Domain and Practice (Wenger, 2002). 網路學習社群的建立 • Foreign Language Learning with Authentic Materials with Real Purposes. 真實的外語學習 • Open the Learning World: Using technology to develop foreign language skills, interests in social issues, even global perspectives. 打開學習世界，培養國際視野與深度思考

  27. Conclusions 結論 • Extending the learning community to class participants’ (teacher & students) personal lives through social networking technology might enhance teaching and learning effectiveness with the Net Generation. 運用社群科技延伸並結合正式與非正式的學習 • Technology integration must be “thoughtfully planned out based on curricular goals and instructional models, which implies that the use of new teaching strategies that can actively engage students” (Oxford & Oxford, 2009, p.2).以教學模式及課程目標為重點的資訊融入教學設計

  28. 感謝您的聆聽，敬請賜教!

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