I often read on the Internet or hear from ‘techy’ teachers of the presumed learning benefits of various Apps. More than often, when I investigate those claims with my students they are down-sized. The truth is that the way adults’ cognition – especially teachers’ – interacts with a learning tool often differs from an adolescent’s.
A few months’ back, one such claim was made in my presence. The context: an ICT training session in which one of the participants criticized Google classroom based on the fact that, unlike Padlet, when a student works on an assignment the other pupils cannot see what their peers are writing and consequently the opportunities for learning would be drastically reduced.
Reflecting on that claim on my way home I thought about myself, an avid and highly motivated learner of 8 languages – would I, whilst doing a Padlet task, actually actively look…
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