Thursday, December 16, 2010
. Technology offers unique instructional capabilities, such as:Linking learners to information and educational resources for better understanding. As mention before the different learning styles and intelligence will helping learners visualize problems and solutions,tracking learner progress and linking learners to learning tools. This is a big plus.Technology gives support for new instructional approaches, such as:Cooperative learning as student working in groups.Shared intelligence as each student is gifted and each can learn from each other.Problem solving and higher level skills is a big action that make the student think big and explore thier full potential.This will also help for authenic assessment both for student and tacher.
1. Technology provides motivation for students by: Gaining learner attention. According to Bruner ,he stated that, The lesson must start with a bang. Keller also proposed that your lesson must have the the learner interest at hand.Engaging the learner through production work is one way that student can do their work or assignment with all pleasure. The last is Increasing perceptions of control is one of the most effective way student in the classroom can get information to guide or discover knowledge. Technology help and make distance education affordable and easy. With technology our world is a better place than a decade ago.
Three Entries on The importance of technology integration in the teaching/learning process
1. Technology provides motivation for students by: Gaining learner attention. According to Bruner ,he stated that, The lesson must start with a bang. Keller also proposed that your lesson must have the the learner interest at hand.Engaging the learner through production work is one way that student can do their work or assignment with all pleasure. The last is Increasing perceptions of control is one of the most effective way student in the classroom can get information to guide or discover knowledge. Technology help and make distance education affordable and easy. With technology our world is abetter place than a decade ago.
Friday, December 10, 2010
Integration in the Classroom
By learning about the meaning of Integration and actually applying my skill I am comfortable to use the computer. Even to enroll in other course that will help me in the education sector. As I was on Observation one of the main thing was absent, was the use of Integrating technology in the classroom. Even thought some school have computer lab I don’t believe that all student is getting enough time with the computer. As a result I will definitely be the agent of change
The learning theory
Constructionism (Papert, 1993) is both a theory of learning and a strategy for education. It builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don't get ideas; they create ideas. Moreover, Constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others. Papert (1991) differentiated between constructivism and Constructionism:
"The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that happens especially felicitously when the learner is engaged in the construction of something external or at least sharable" (Papert, 1991, p.3).
Constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge. However, it emphasizes the particular constructions of external artifacts that are shared by learners. Although learners can construct and present knowledge or meanings without producing external products, the processes of construction are more evident when learners produce through social interaction with others and share representations of their understanding and thoughts.
Situated Cognition posits that knowing is inseparable from doing (John Seely Brown, Collins & Duguid, 1989; Greeno, 1989)
By arguing that all knowledge is situated in activity bound to social, cultural and According to Allen Collins (1988) situated cognition or situated learning is “ the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life physical contexts.
CONTEXULIZED LEARNING
• Flute students not only practice basic skills such as how to blow smoothly or leave the fingers off the holes, but they watch and listen to experts performing those skills and playing, get experts coaching and practice as much as they can.
LEADERS IN THE SITUATED COGNITION MOVEMENT
• Jean Lave and Etienne Wenger
LAVE AND WENGER
Lave and Wenger describe learning as:
• Generation- an act of creation or co-creation
• Social- occurs in partnership with others• Social- occurs in partnership with others
• Occurring in the “ lived-in world”
In settings that make it more relevant, useful and transferable.
DYNAMIC COMMUNITIES
• Dynamic Communities are seen as a critical element of situated cognition.
• Learning in such communities involves teachers, students and others such as experts from the school, the business and local community and the electronic world community.
What is Multiple Intelligences Theory?
Multiple intelligence theory challenges traditional, narrower views of intelligence. Previously accepted ideas of human intellectual capacity contend that an individual's intelligence is a fixed entity throughout his lifetime and that intelligence can be measured through an individual's logical and language abilities. According to Gardner's theory, an intelligence encompasses the ability to create and solve problems, create products or provide services that are valued within a culture or society.
What is Constructivism?
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in.
Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994, 1998; Shneiderman et al, 1995; Kersey, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy).
Basic Principles
By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.
Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:
1. occur in a group context (i.e., collaborative teams)
2. are project-based
3. have an outside (authentic) focus
The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaboration also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (e.g., teen-agers, distance learners). Furthermore, when students work in teams, they often have the opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives.
The second principle (the "Create" component) makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context. Conducting their own projects is much more interesting to students that answering sterile textbook problems. And because they get to define the nature of the project (even if they don't choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction. Project orientation is the essence of Problem-Based Learning (PBL) approaches which are often used in medical and others types of professional education (e.g., Barrows & Tamblyn, 1980).
The third principle (the "Donate" component) stresses the value of making a useful contribution while learning. Ideally each project has an outside "customer" that the project is being conducted for. The customer could be a campus group, community organization, school, church, library, museum, government agency, local business, or needy individual. In many cases, the projects can be work-related, i.e., an activity that fits into a team's occupational or career interests. The authentic learning context of the project increases student motivation and satisfaction. This principle is consistent with the emphasis on school-to-work programs in many schools systems and colleges, as well as the "service" philosophy of contemporary corporate training efforts (e.g., Jacoby & Associates, 1996).
http://home.sprynet.com/~gkearsley/engage.htm
http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning
• Situated cognition: http://projects.coe.uga.edu/epltt/index.php?title=Situated_Cognition
• Vygotsky's constructivism: http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky%27s_constructivism
• Multiple intelligences theory: http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and_Learning_Styles
"The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that happens especially felicitously when the learner is engaged in the construction of something external or at least sharable" (Papert, 1991, p.3).
Constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge. However, it emphasizes the particular constructions of external artifacts that are shared by learners. Although learners can construct and present knowledge or meanings without producing external products, the processes of construction are more evident when learners produce through social interaction with others and share representations of their understanding and thoughts.
Situated Cognition posits that knowing is inseparable from doing (John Seely Brown, Collins & Duguid, 1989; Greeno, 1989)
By arguing that all knowledge is situated in activity bound to social, cultural and According to Allen Collins (1988) situated cognition or situated learning is “ the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life physical contexts.
CONTEXULIZED LEARNING
• Flute students not only practice basic skills such as how to blow smoothly or leave the fingers off the holes, but they watch and listen to experts performing those skills and playing, get experts coaching and practice as much as they can.
LEADERS IN THE SITUATED COGNITION MOVEMENT
• Jean Lave and Etienne Wenger
LAVE AND WENGER
Lave and Wenger describe learning as:
• Generation- an act of creation or co-creation
• Social- occurs in partnership with others• Social- occurs in partnership with others
• Occurring in the “ lived-in world”
In settings that make it more relevant, useful and transferable.
DYNAMIC COMMUNITIES
• Dynamic Communities are seen as a critical element of situated cognition.
• Learning in such communities involves teachers, students and others such as experts from the school, the business and local community and the electronic world community.
What is Multiple Intelligences Theory?
Multiple intelligence theory challenges traditional, narrower views of intelligence. Previously accepted ideas of human intellectual capacity contend that an individual's intelligence is a fixed entity throughout his lifetime and that intelligence can be measured through an individual's logical and language abilities. According to Gardner's theory, an intelligence encompasses the ability to create and solve problems, create products or provide services that are valued within a culture or society.
What is Constructivism?
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in.
Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994, 1998; Shneiderman et al, 1995; Kersey, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy).
Basic Principles
By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.
Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:
1. occur in a group context (i.e., collaborative teams)
2. are project-based
3. have an outside (authentic) focus
The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaboration also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (e.g., teen-agers, distance learners). Furthermore, when students work in teams, they often have the opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives.
The second principle (the "Create" component) makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context. Conducting their own projects is much more interesting to students that answering sterile textbook problems. And because they get to define the nature of the project (even if they don't choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction. Project orientation is the essence of Problem-Based Learning (PBL) approaches which are often used in medical and others types of professional education (e.g., Barrows & Tamblyn, 1980).
The third principle (the "Donate" component) stresses the value of making a useful contribution while learning. Ideally each project has an outside "customer" that the project is being conducted for. The customer could be a campus group, community organization, school, church, library, museum, government agency, local business, or needy individual. In many cases, the projects can be work-related, i.e., an activity that fits into a team's occupational or career interests. The authentic learning context of the project increases student motivation and satisfaction. This principle is consistent with the emphasis on school-to-work programs in many schools systems and colleges, as well as the "service" philosophy of contemporary corporate training efforts (e.g., Jacoby & Associates, 1996).
http://home.sprynet.com/~gkearsley/engage.htm
http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning
• Situated cognition: http://projects.coe.uga.edu/epltt/index.php?title=Situated_Cognition
• Vygotsky's constructivism: http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky%27s_constructivism
• Multiple intelligences theory: http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and_Learning_Styles
Using the internet to find useful information for the teachuing and learning process
Content
Accuracy:
• Error-free information
• Current information
• Updated frequently
• Recent "last" update
• Objective, balanced presentation of information
• Bias-free viewpoints and images
• Correct use of grammar, spelling, and sentence structure
• Primary out link (link that takes you to additional site) content is relevant, authentic, and appropriate
• Authority
• Expertise/reputation of author/designer
• Contact information for author/designer
• Expertise/reputation of host site
Appropriateness:
• Concepts and vocabulary relevant to students' abilities
• Information relevant to the North Carolina K-12 curriculum
• Interaction compatible with the physical and intellectual maturity of intended audience
Scope:
• Information of sufficient scope to adequately cover the topic for the intended audience
• Logical progression of topics within original site (site being evaluated) and primary out links
• Information offered not easily available in other sources
Technical Aspects
Navigation:
• Ready access to site; site not overloaded
• Images load within reasonable time frame
• Intuitive icons, menus, and directional symbols that foster independent use
• In-links (links that take you to locations within the original site) that allow easy navigation throughout the site
• Standard multimedia formats
• Logical options for printing/downloading all or selected text and graphics
Presentation:
• Site follows good graphic design principles
• Screen displays uncluttered and concise
• Captions, labels, or legends for all visuals
• Legible text and print size appropriate for the intended audience
• Graphics and art functional, not merely decorative
• Information presented through text, motion, still images, and sound
• Information presented in a manner to stimulate imagination and curiosity
• Product advertising not intrusive
Accuracy:
• Error-free information
• Current information
• Updated frequently
• Recent "last" update
• Objective, balanced presentation of information
• Bias-free viewpoints and images
• Correct use of grammar, spelling, and sentence structure
• Primary out link (link that takes you to additional site) content is relevant, authentic, and appropriate
• Authority
• Expertise/reputation of author/designer
• Contact information for author/designer
• Expertise/reputation of host site
Appropriateness:
• Concepts and vocabulary relevant to students' abilities
• Information relevant to the North Carolina K-12 curriculum
• Interaction compatible with the physical and intellectual maturity of intended audience
Scope:
• Information of sufficient scope to adequately cover the topic for the intended audience
• Logical progression of topics within original site (site being evaluated) and primary out links
• Information offered not easily available in other sources
Technical Aspects
Navigation:
• Ready access to site; site not overloaded
• Images load within reasonable time frame
• Intuitive icons, menus, and directional symbols that foster independent use
• In-links (links that take you to locations within the original site) that allow easy navigation throughout the site
• Standard multimedia formats
• Logical options for printing/downloading all or selected text and graphics
Presentation:
• Site follows good graphic design principles
• Screen displays uncluttered and concise
• Captions, labels, or legends for all visuals
• Legible text and print size appropriate for the intended audience
• Graphics and art functional, not merely decorative
• Information presented through text, motion, still images, and sound
• Information presented in a manner to stimulate imagination and curiosity
• Product advertising not intrusive
USING WIKIS TO FACILITATE TEACHING AND LEARNING
What is Wikis?
At its simplest expression, a wiki is a web page that anybody can edit. The spirit behind the original wiki idea is that any user of the World Wide Web could now read and write at the same time using their web browser, therefore simplifying the web editing process.
Figures 1 represents a traditional web page editing and publishing process, where the author pushes content to a passive crowd of internet users. Figure 2, on the other hand, illustrates what a wiki web page is: a page that is readable and editable by every user.Typical Usage of Wikis (What Wikis Are Good For)
Wikis are used to support a large number of different activities. Here are some of the most common ways wikis are used.
•
Brainstorming: When starting a specific project or a creative process, participants are invited to add items and thoughts on a wiki. They are also asked to link all these random thoughts and concept together in order to stimulate creativity.
•
Group project: A wiki can act as a private intranet for a specific group project so all participants can communicate, share resources (including texts, videos, spreadsheets, links, etc.), and write a report or a book together.
•
Meeting support: An agenda for a specific meeting is posted on a wiki and participants are invited to consult and edit it prior to a meeting. The wiki is edited during the meeting to include was discussed. Participants can later use the wiki to post missing information or follow‐up items. This technique is also very useful for training, presentations, and birds of a feather sessions during conferences.
•
Make lists: From a list of best restaurants in town to a glossary of terms used in a specific field of expertise, a wiki is a great way to organize this kind of content. In the same spirit, wikis can also be used to build an online repository of relevant documents or FAQs.
•
Collections of links: Wikis can be used for social bookmarking. They give to all participants the possibility to post, comment, group, and classify links of all nature or in a specific field of expertise.
•
Writing a collective letter, position, statement, web content: When writing something that is intended for an official legal instance, to clients, to upper management or to the general public, a wiki is an excellent tool to reach a consensus, define key ideas, and write down the content to be clear and non‐offensive.
•
Building a group portfolio: Any organization can use a wiki to post past projects, testimonials from clients, history of the organization, etc. This kind of portfolio is a powerful marketing tool. Page
At its simplest expression, a wiki is a web page that anybody can edit. The spirit behind the original wiki idea is that any user of the World Wide Web could now read and write at the same time using their web browser, therefore simplifying the web editing process.
Figures 1 represents a traditional web page editing and publishing process, where the author pushes content to a passive crowd of internet users. Figure 2, on the other hand, illustrates what a wiki web page is: a page that is readable and editable by every user.Typical Usage of Wikis (What Wikis Are Good For)
Wikis are used to support a large number of different activities. Here are some of the most common ways wikis are used.
•
Brainstorming: When starting a specific project or a creative process, participants are invited to add items and thoughts on a wiki. They are also asked to link all these random thoughts and concept together in order to stimulate creativity.
•
Group project: A wiki can act as a private intranet for a specific group project so all participants can communicate, share resources (including texts, videos, spreadsheets, links, etc.), and write a report or a book together.
•
Meeting support: An agenda for a specific meeting is posted on a wiki and participants are invited to consult and edit it prior to a meeting. The wiki is edited during the meeting to include was discussed. Participants can later use the wiki to post missing information or follow‐up items. This technique is also very useful for training, presentations, and birds of a feather sessions during conferences.
•
Make lists: From a list of best restaurants in town to a glossary of terms used in a specific field of expertise, a wiki is a great way to organize this kind of content. In the same spirit, wikis can also be used to build an online repository of relevant documents or FAQs.
•
Collections of links: Wikis can be used for social bookmarking. They give to all participants the possibility to post, comment, group, and classify links of all nature or in a specific field of expertise.
•
Writing a collective letter, position, statement, web content: When writing something that is intended for an official legal instance, to clients, to upper management or to the general public, a wiki is an excellent tool to reach a consensus, define key ideas, and write down the content to be clear and non‐offensive.
•
Building a group portfolio: Any organization can use a wiki to post past projects, testimonials from clients, history of the organization, etc. This kind of portfolio is a powerful marketing tool. Page
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