Behaviourist theory
Breaks down content into smaller chunks (called frames)
Navigation is teacher-directed and linear
Programs usually "drill-and-practice" or "tutorial type"
Pedagogies: Behaviourism, Classical Conditioning, Language Acquisition
Major theorists include: Ivan Pavlov, John B. Watson, B.F. Skinner,
See also "Radical Behaviourism" - Noam Chomsky
Constructivist theory
Content knowledge is derived from past constructions
Learning is an organic process of invention, rather than a mechanical process of accumulation of facts, navigation is non-linear
Programs usually include simulations which allow students the to investigate concepts by changing variables to discover the effects of these changes
Pedagogies: constructivist epistemology, constructivism, Zone of Proximal Development, Learning Theory, Multiple Intelligences Major theorists include: Jean Piaget, Howard Gardner, Lev Semyonovich Vygotsky, Jerome Bruner, Jean Jacques Rousseau, David Ausubel, Bruno Latour, Peter Ludwig Berger
ICTs, Education & Pedagogy Retrieved 28th July, 2009 from http://www.pedagogy.ca/icted.htm
Wednesday, July 29, 2009
Monday, July 27, 2009
Wikis
Derived from the Hawaiian word for 'fast', wikis are used across the Web as collaborative authoring tools.
As writing tools, wikis offer advantages over the traditional students' exercise book. They prepare students to write collaboratively in networked environments. Because they are Web-based, no one student gets to take control over the content. All students in a group can easily contribute and edit. Teachers are easily able to comment or to monitor progress and see the variety and level of student contributions.
Wikis can be used for numerous projects in the classroom. They are good vehicles for classes engaged in peer-reviewed projects and could also be used to function as archieved portfolios. They could be used by high school teachers to produce a study guide for each subject (much the same as our university courses), whereby students load their notes and useful external content onto a wiki and continue to build and refine it throught the semester as a real study tool. Students would leave the class with a digital library of what they have learned.
Wikis are geographically agnostic and need not be limited to a classroom. They can be built collaboratively by classes across the country or the world!
As writing tools, wikis offer advantages over the traditional students' exercise book. They prepare students to write collaboratively in networked environments. Because they are Web-based, no one student gets to take control over the content. All students in a group can easily contribute and edit. Teachers are easily able to comment or to monitor progress and see the variety and level of student contributions.
Wikis can be used for numerous projects in the classroom. They are good vehicles for classes engaged in peer-reviewed projects and could also be used to function as archieved portfolios. They could be used by high school teachers to produce a study guide for each subject (much the same as our university courses), whereby students load their notes and useful external content onto a wiki and continue to build and refine it throught the semester as a real study tool. Students would leave the class with a digital library of what they have learned.
Wikis are geographically agnostic and need not be limited to a classroom. They can be built collaboratively by classes across the country or the world!
Blogs and Aggregators
The teaching world has the tools to make a profound difference in teaching and learning with the use of blogs and wikis in the classroom.
I see blogs as a very useful strategy for encouraging the reluctant writer.
Students write for an audience and receive authentic audience response. This would engage the students with their learning. They have the advantage of sustaining conversations when they write and reflect about a particular reading or topic or issue over time and when that writing inspires response from an audience.
At their best, a blog used as an educational tool will involve students in engaging with content, critical reading and thoughtful and reflective writing.
Blogging could be used as a classroom management tool where the teacher delivers assignments through a blog. You could easily integrate peer review and the teacher could manage it all through an RSS aggregator.
Blogs have the power to expand the classroom beyond its traditional walls to involve parents, other teachers and other schools. The possibilities are great if teachers are willing to take the risk.
Student-Centred Technologies
Synopsis of my design.
At this point in time, my students are still in awe of this (new to them)form of journal writing. They are to post their blog at the end of each week after their science lesson. The blog may be used for anything they wish to discuss about lessons held during the week. They are to blog questions they may have about their learning and I encourage other students to respond as well (not just myself). This is only our second week of blogging but already the students are keen to record their own blog which is a big difference from when they had to write in a learning journal at the end of the week! As they get more used to blogging, I believe the students will want to use this form of writing a lot more than with pen and paper.
Kay
I see blogs as a very useful strategy for encouraging the reluctant writer.
Students write for an audience and receive authentic audience response. This would engage the students with their learning. They have the advantage of sustaining conversations when they write and reflect about a particular reading or topic or issue over time and when that writing inspires response from an audience.
At their best, a blog used as an educational tool will involve students in engaging with content, critical reading and thoughtful and reflective writing.
Blogging could be used as a classroom management tool where the teacher delivers assignments through a blog. You could easily integrate peer review and the teacher could manage it all through an RSS aggregator.
Blogs have the power to expand the classroom beyond its traditional walls to involve parents, other teachers and other schools. The possibilities are great if teachers are willing to take the risk.
Student-Centred Technologies
Synopsis of my design.
At this point in time, my students are still in awe of this (new to them)form of journal writing. They are to post their blog at the end of each week after their science lesson. The blog may be used for anything they wish to discuss about lessons held during the week. They are to blog questions they may have about their learning and I encourage other students to respond as well (not just myself). This is only our second week of blogging but already the students are keen to record their own blog which is a big difference from when they had to write in a learning journal at the end of the week! As they get more used to blogging, I believe the students will want to use this form of writing a lot more than with pen and paper.
Kay
Saturday, July 18, 2009
E-Learning: Supporting and enhancing students learning
E-learning supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation.
Furthermore it engages students by providing a variety of content such as sounds, images, text and movies which helps more in the retention of material. It creates interaction that engages attention by means of quizzes or games which creates more interest in the user thus helping them to retain more data.
Learning is not restricted by barriers of time or place. There is seamless access for students across school, personal, family and real world domains. E-learning eliminates the problems of time scheduling or travelling for lectures by allowing the student to go through the course anytime, almost anywhere.
ICTs are used to empower and engage learners to participate in student-centred, project-based learning.
What makes e-learning so effective is that it enables learning to take place according to the learner's own pace.
Furthermore it engages students by providing a variety of content such as sounds, images, text and movies which helps more in the retention of material. It creates interaction that engages attention by means of quizzes or games which creates more interest in the user thus helping them to retain more data.
Learning is not restricted by barriers of time or place. There is seamless access for students across school, personal, family and real world domains. E-learning eliminates the problems of time scheduling or travelling for lectures by allowing the student to go through the course anytime, almost anywhere.
ICTs are used to empower and engage learners to participate in student-centred, project-based learning.
What makes e-learning so effective is that it enables learning to take place according to the learner's own pace.
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