In his new book, Juan Carlos Castro says that learning on a mobile phone gives youth a sense of agency they lack in a traditional classroom
Last spring, Juan Carlos Castro, associate professor and chair of the Department of Art Education at Concordia, penned an opinion piece in the Montreal Gazette that questioned reopening schools during the COVID-19 pandemic.
“The future of education in the next few years will be a hybrid of what we used to know and what we’re experiencing right now,” Castro wrote.
Such a shift demands a whole new level of infrastructure in terms of hardware and internet access, he argued.
“It requires that teachers be trained in using these new tools for learning. There needs to be a more unified commitment to online learning. Trying to bring teachers up to speed in the four to five days in August won’t cut it.”
When it comes to teaching students remotely outside the classroom, Castro has keen insights, which the visual art researcher and educator explains in his new book, Mobile Media In and Outside of the Art Classroom: Attending to Identity, Spatiality, and Materiality.
As the debate continues to rage about the reopening of schools, Castro sat down for a brief and candid Q&A about his book and the future of schooling.
Read the entire article here: Concordia.ca
Une recherche sur la motivation des élèves du secondaire utilise les réseaux sociaux.
Et si les plateformes de socialisation en ligne comme Instagram pouvaient aider les élèves à mieux apprendre les concepts vus en classe? Le professeur de l’École des arts visuels et médiatiques Martin Lalonde s’intéresse à l’impact des technologies numériques mobiles sur l’enseignement des arts et sur l’apprentissage des élèves. «Ce qui m’intéresse, c’est la manière dont les nouveaux dispositifs technologiques transforment l’acte d’enseignement, précise le chercheur. Les technologies peuvent être utilisées pour stimuler la motivation des jeunes envers des contenus de cours.»
Continuez à lire: ACTUALITÉS UQAM
This edited volume explores a range of educational effects on student learning that resulted from a long-term study using a creative visual arts curriculum designed for mobile media (smartphones and tablets) and used in art classrooms. The curriculum, entitled MonCoin, a French phrase meaning My Corner, was initially designed and piloted in a Montreal area school for at-risk youth in 2012. Since then, it has been refined, deployed, and researched across secondary schools from a range of socio-cultural educational contexts. This book is comprised of contributions from researchers and practitioners associated with the MonCoin project who address critical insights gleaned from our study, such as the social context of teen mobile media use; curriculum theory and design; influences of identity on creative practice; and specific strategies for creative applications of mobile media in schools. The purpose of this edited book is to offer art education researchers and teachers innovative curriculum for mobile media and the networked conditions that influence identity, space, and practice with and through this ubiquitous technology.
Concordia research shows the benefits of a mobile curriculum
Montreal, August 31, 2016 — Keeping teens focused on what’s happening in class rather than their electronic device is a tall order, given that 73 per cent of them have access to a smartphone — and most would prefer to be on Instagram than at school. But what if making, sharing, liking and commenting on photos was part of the curriculum instead of a forbidden activity?
[read more on the Concordia website]