TRANSLATOR TASK 7

 TRANSLATOR: ADRIANA

CONCEPTS

In this seventh task we chose the following concepts, the first one is related to the geek component, the second one is focused on the methodological-pedagogical aspect and the other two concepts are related to the theoretical framework.

GEEK COMPONENT

Data Privacy in Educational Technology

Definition:
Data privacy in educational technology refers to the protection of student’s personal information collected and processed by digital tools and platforms used in education. This includes ensuring that data is securely stored, only accessed by authorized individuals, and used in compliance with privacy laws such as GDPR or FERPA. In the context of this task, tools like Google Classroom, Zoom, and other e-learning platforms must adhere to strict data privacy standards to protect students' information.

References:

·Zeide, E. (2017). The Promise and Peril of Educational Technology: Protecting Student Privacy. Journal of Educational Technology & Society, 20(1), 249-252.
This article discusses the challenges of protecting student privacy in the context of educational technology, providing insights into the risks and best practices for data protection.

·Federal Trade Commission (FTC). (2012). Protecting Student Privacy While Using Online Educational Services.
This report by the FTC outlines guidelines for educational institutions and technology providers to ensure student data privacy, aligning with the need to evaluate tools for privacy compliance in this task.

These references highlight the importance of data privacy in educational technology, which is directly relevant to the task of evaluating tools for classroom use. They provide a foundation for understanding how to assess the privacy features of the tools we are using, ensuring that students' data is protected.

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METHODOLOGICAL-PEDAGOGICAL ASPECT

Rubric-Based Evaluation of eLearning Tools

Definition:
Rubric-based evaluation of eLearning tools involves using a structured framework to assess the effectiveness, usability, and educational value of digital tools. The rubric typically includes criteria such as ease of use, accessibility, engagement, and alignment with learning objectives. In this task, we are using a rubric to evaluate tools like Google Classroom, Zoom, and other platforms to determine their suitability for educational purposes.

References:

·Brooks, D. C., & Pomerantz, J. (2017). ECAR Study of Undergraduate Students and Information Technology. EDUCAUSE Review.
This study provides insights into how students interact with eLearning tools and the importance of using rubrics to evaluate their effectiveness.

·Ko, S., & Rossen, S. (2017). Teaching Online: A Practical Guide. Routledge.
This book offers practical guidance on evaluating and selecting eLearning tools, including the use of rubrics to assess their pedagogical value.

These references support the use of rubric-based evaluation in the task, providing a methodological framework for assessing the tools. They emphasize the importance of structured evaluation in ensuring that the tools we use are effective and aligned with educational goals.

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THEORETICAL FRAMEWORK

Constructivism in Technology-Enhanced Learning

Definition:
Constructivism is a learning theory that posits that learners actively construct knowledge through experiences and interactions. In technology-enhanced learning, tools like Google Classroom, Zoom, and other digital platforms enable students to engage in collaborative and interactive learning experiences, allowing them to construct knowledge dynamically.

References:

·Jonassen, D. H. (1999). Designing Constructivist Learning Environments. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (pp. 215-239). Lawrence Erlbaum Associates.
This chapter discusses how technology can be used to create constructivist learning environments, which is relevant to the tools we are evaluating.

·Papert, S. (1993). The Children’s Machine: Rethinking School in the Age of the Computer. Basic Books.
Papert’s work on constructionist learning highlights the role of technology in enabling students to build knowledge through hands-on experiences, which is directly applicable to the tools we are assessing.

These references provide a theoretical foundation for understanding how the tools we are evaluating support constructivist learning. They emphasize the importance of interactive and collaborative features in fostering active learning.

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Connectivism in Digital Education

Definition:
Connectivism is a learning theory for the digital age, emphasizing that learning occurs through networks and connections between people, ideas, and resources. Digital tools like Google Classroom, social media, and online collaboration platforms facilitate this networked learning process, allowing students to learn through interactions and shared knowledge.

References:

·Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
This seminal paper introduces connectivism as a learning theory, explaining how digital networks facilitate learning in the 21st century.

·Downes, S. (2012). Connectivism and Connective Knowledge: Essays on Meaning and Learning Networks. National Research Council Canada.
This collection of essays expands on the principles of connectivism, providing a theoretical foundation for understanding networked learning in digital education.

These references explain how digital networks facilitate learning, connecting to the rise of tools like Google Classroom and Zoom. This concept emphasizes the importance of collaboration and networked learning in the digital age, which is directly relevant to the task of evaluating these tools.