Dit document is een samenvatting van de module EdTech, gegeven op Howest Brugge door Jonas Maeckelberghe en Kris Hulsen. Dit zijn enkele thema's die hierin verwerkt zijn: het kennisnet-model, columbusmodel, digitale vaardigheden (ICT-vaardigheden, informatieverwerkingsvaardigheden, mediawijsheid, c...
Samenvatting: EdTech - 24 januari 2025
Lectoren: Jonas Maeckelberghe en Kris Hulsen
Digitale didactiek............................................................................................................................ 3
1 Historisch perspectief.................................................................................................................... 3
2 21STE eeuwse vaardigheden......................................................................................................... 4
Het kennisnet-model..................................................................................................................4
Columbusmodel.........................................................................................................................4
1. Dragende vaardigheden.................................................................................................. 4
2. Stuwende vaardigheden..................................................................................................5
3. Verbindende vaardigheden............................................................................................. 5
Digitale vaardigheden................................................................................................................ 5
1. ICT-basisvaardigheden..................................................................................................... 6
2. Informatieverwerkingsvaardigheden...............................................................................6
Stappen om kennis te verwerven:................................................................................ 6
1. Formuleren van het probleem............................................................................6
2. Zoekstrategie bepalen........................................................................................ 7
3. Verwerven en selecteren van info...................................................................... 7
4. Verwerken van info.............................................................................................7
5. Presenteren van info (moet niet)........................................................................7
6. Evalueren en beoordelen....................................................................................7
3. Mediawijsheid................................................................................................................. 8
Examenvraag 1:...........................................................................................................10
Examenvraag 2:...........................................................................................................10
Examenvraag 3:...........................................................................................................11
Examenvraag 4: Apenstaartrapport............................................................................ 12
4. Computational thinking................................................................................................. 13
Waarom computationeel denken?............................................................................. 13
Van waar komt het?.................................................................................................... 14
1. Rekenen............................................................................................................ 14
2. Sectoren............................................................................................................14
3. Moderne computer.......................................................................................... 14
De 4 basisconcepten van CD:...................................................................................... 15
1. Decompositie....................................................................................................15
2. Patroonherkenning........................................................................................... 15
3. Algoritmisch denken......................................................................................... 15
4. Abstractie..........................................................................................................15
Enkele definities..........................................................................................................16
1. Computationeel denken................................................................................... 16
2. Algoritme..........................................................................................................16
3. Programmeren..................................................................................................16
Misconcepten............................................................................................................. 16
, Levend programmeren (= unplugged programming)..................................................17
Begin met het begin - ‘Het algoritmisch uitdenken’................................................... 18
Materialen...................................................................................................................19
Programmeerconcepten............................................................................................. 19
1. Sequentie..........................................................................................................19
2. Variabelen.........................................................................................................19
3. Herhalingen (lussen/loops)...............................................................................19
4. Beslissingen (selectie): Als… dan..................................................................... 19
5. Input / output................................................................................................... 20
Computationeel denken en het leerplan.................................................................... 20
3 Pedagogisch-didactisch gebruik van ICT......................................................................................21
TPACK-model............................................................................................................................21
De meerwaarde van digitale tools: Het educatief potentieel.................................................. 24
1. Informatiehulpmiddel....................................................................................................24
2. Organiserend hulpmiddel.............................................................................................. 24
3. Uitvoerend hulpmiddel..................................................................................................24
4. Oefenhulpmiddel...........................................................................................................24
5. Testhulpmiddel.............................................................................................................. 24
6. Samenwerkingshulpmiddel........................................................................................... 25
7. Tracking hulpmiddel...................................................................................................... 25
De meerwaarde van digitale tools: Verschillende modellen....................................................25
1. MED-model....................................................................................................................25
Meerwaarde............................................................................................................... 25
Efficiëntie.................................................................................................................... 26
Doelgerichtheid...........................................................................................................26
2. SAMR-model (dr. Ruben Puentedura)........................................................................... 27
= 4 integratieniveaus van technologie in het onderwijs............................................. 27
Meerwaarde:.............................................................................................................. 27
Substitution - Vervanging............................................................................................27
Augmentation - Versterking........................................................................................ 27
Modification - Verandering......................................................................................... 28
Redefinition - Herdefiniëring...................................................................................... 28
, Digitale didactiek
1 Historisch perspectief
Vaardigheden van tijdperk hangen steeds samen met de belangrijkste ‘grondstoffen’ die er waren
→ Vroeger echt grondstoffen, nu data ‘oogsten’ en informatie zoeken
Sinds 18e eeuw reeds 3 industriële revoluties, steeds in gang gezet door intrede bepaalde
technologie.
Om de 50-60 jaar productierevolutie → Toenemende complexiteit technologie → Omwenteling id
maatschappij als gevolg
stoommachine lopende band computer netwerken
Technologische ontwikkelingen volgen elkaar steeds sneller op:
Data-analyse, artificiële intelligentie, robots…
→ Minder inzet van mensen nodig (bv. drones voor pakketbezorging, zelfrijdende auto’s…)
Instituut Gartner publiceert een overzicht van top 10 techonologietrends:
● AI, zelflerende machines en intelligentie apps
● Internet of things
● Digitale technologie zoals virtual reality (VR) en augmented reality (AR), blockchain,
3D-printer (bioprinting)...
● Robotisering
● Sociale media
● Mesh: dynamische verbinding tss mensen, processen, dingen en diensten die een
intelligent digitaal ecosysteem ondersteunen
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