Presentation at FAAPI 2013 - September 26-28, Buenos Aires

1. Digital Identity and Teacher´s
Role in the 21st Century
Classroom
Nora Lizenberg
nlizenberg@gmail.com
Buenos Aires
September 26-28, 2013

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Identity

5. “A collection of data about a subject that represents their traits preferences and
attributes” (Windley, 2005)
Traits: school records, behaviour
Preferences: favourite games, songs, topics, friends
Attributes: two sisters, from Portugal
“The Net as an Extension of Identity” (Derrick de Kerchhove - Mc Luhan
Foundation)
• Communication over internet and/or 3G: What’s up
• Computer games: Tycoon series
• MMORPGs (Massively Multiplayer Online Role-Playing Games): Runescape
• Social Media: Twitter, Facebook, You Tube, iTunes

6. GEN Z (1993 – …)
Digital in their DNA
 Gen Zs are always connected in a seamless cloud-based world of friends,
data, and entertainment. They’re naturally multitaskers.
 They usually stay indoors alone. They have terrible social skills.
 They’ve got very short attention span. They’ve got great power of
synthesis.
 They never write e-mail. They convey meaning through media
convergence.
They use social media to express feelings and thoughts, and share them.
 They love to “crowd source” for solutions on social media. They have
divergent thinking.

7. my attributes?
my preferences?
my traits?

8. Approaches to Teaching
with ICT
Technical
Applies teaching
techniques
designed by
experts as
closely as
possible
Cognitive
Analyses
context and
students and
take
decisions as
to how to
teach
Critical
Transforms
reality by
empowerin
g students
for life-long
learning
Cabero Almenara, J. (2007). Las necesidades de las TIC en el ámbito
educativo: oportunidades, riesgos y necesidades. In Tecnología y
Comunicación Educativas. Año 21, No. 45. Retrieved from
http://investigacion.ilce.edu.mx/tyce/45/articulo1.pdf

9. UNESCO. (2005). Towards Knowledge Societies: UNESCO World Report. Retrieved
from http://unesdoc.unesco.org/images/0014/001418/141843e.pdf
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n_Stars.svg

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11. IF WE MANAGE TO:
• help learning happen anywhere and at any time
•Expand our classroom as much as we want in time
and space
•Develop self-learning competences
WE CAN
DEVELOP
SUSTAINABLE
ECOSYSTEMS
OF LEARNING
http://4.bp.blogspot.com/-
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/8yuaDb4u3Og/s1600/Ecosystem-definition-
3.jpg

12. T
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A
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I
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13. T
E
A
C
H
E
R
A
S
L
E
A
R
N
I
N
G
D
E
S
I
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HOW?
• SETTING LEARNING TASKS, PROJECTS AND PROBLEMS
• FACILITATING ACCESS TO A REPOSITORY OF SOURCES
• GUIDING STUDENTS TO DEVELOP THEIR OWN PERSONAL
LEARNING ENVIRONMENTS
• FOSTERING PARTICIPATION IN A COMMUNITY OF
LEARNING
• USING THE VALUABLE FACE-TO-FACE TIME IN THE
CLASSROOM TO MEANINGFUL ACTIVITIES AND
INTERPERSONAL INTERACTION, FLIPPING WHEN
NECESSARY

14. If we’re educating for the
unknown1, understanding our
students’ relationship with
technology and our own will help
us design critical use of
technology in ecosystems of
learning that will foster
language competence
development, even after we are
no longer with them in the
1 Perkins, D. (2012, Sept 18). Qué cosas vale la pena enseñar y aprender hoy.
Presentation at Ciclo de Conferencias Internacionales de Educación y Tecnología. Fundación Telefónica (EducaRed).
Retrieved from http://youtu.be/Z7XBrvbyza4

15. Let’s help them make their knowledge
visible
Let’s ask ourselves: how do I know they
have really learnt?
How can they show all the class they’ve
really learnt?
And then let’s design the learning
environments accordingly.
Let’s foster language learning
competences that would go on after
our course finishes and that would
become part of the students’ usual
digital practices.

16. http://www.nepeanmotorgroup.com.au/media/editor/image/thank-you.jpg
Nora Lizenberg
nlizenberg@gmail.com
See this presentation at
http://www.slideshare.net/noralizenberg
Read the full paper at Faapi13 selected
papers
http://apiba.aulaweb.org/mod/resource/view
.php?id=44