Technological, Pedagogical and Content Knowledge - integrating technologies in the content of pedagogy. Technology that assists in the learning content is more readily available for learners in the evolving of new technologies. Pedagogy - ways or art of teaching - teachers have to know their content and use technologies as a way to support their teaching framework.
Learning Engagement Theory -
Kearsley, G & Shneiderman, B (1999) Engagement Theory: A framework for technology-based teaching and learning Retrieved March 7, 2011, from
States to have a meaningful learning experience that is consistent with a constructivist approach.
Basic Principles:
Engaging learners means activities involves active cognitive processes such as creating, problem solving, reasoning, decision making & evaluation.
Promotes - students instrinsically motivated. creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom - these 3 summarised by:
1. Relate - team efforts involve communication
2. Create - ppurposeful activity
3. Donate - Making a useful contribution
Bloom Taxonomy of learning:
http://www.nwlink.com/~donclark/hrd/bloom.html#cognitiveCognitive: Mental Skills (Knowledge)
Affective: Growth in feeling or emotional areas (attitude)
Psycho motor: Mental or physical skills (Skills)
KSA = Knowledge, Skills, Attitudes
Higher Order thinking up the top.
Creating = evaluation
Evaluating = synthesis
Analysing = analysis
Applying = application
Understanding = comprehension
Remembering = knowledge.
Taxonomy learning behaviours can be thought of as "the goals of learning process" after learning process student should have KSA.
To promote higher order thinking according to Churches, A (2010) Bloom’s Domains of Learning:
Before we can understand a concept we have to remember it. Before we can apply the concept we must understand it. Before we analyse it we must apply it. Before we can evaluate its impact we must analyse it. Before we can create we must have remembered, understood, applied, analysed and evaluated it
From the Constructivism reading:
Constructivsm is a very personal and individual based learning incorporating experiences with emphasises more on the social interaction that influences the learning process and development.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978; Wertsch, 1985), as he believed strongly that community plays a central role in the process of "making meaning." Vygotsky's Theory of Social Development www.simplypsychology.org/vygtsky.html
The quote from that reading - "What someone knows is grounded in perception of the physical and socail experiences which are comprehended by the mind." Jonasson, 1991, cited in Mergel, 1998.
To me that is "do" (physically) and "test" (socially) than comprehension is made more real in someone's life. How do we know something or learn unless we have tried it or are challenged by others in a social setting. From that and I guess in my own experience the way to test our learning, to grow and develop is when we are interacting with people (communicating) - discussing, training together. Learning will hold much more of a conviction if it's tried and tested - that is usually in amongst social settings.
PLUS: All the positives.
- Students are recognised and encouraged to be an individual, they're all unique and their ideas and contribution is valid
- Life experiences can help and relate to a learning experience
- Can take what they already know and develop in further giving the student a sense of purpose and involvement
- Students self evaluate, reflect and have more of a responsible role in their learning - giving ownership
- Group work and discussions happen which increases social skills, communication & teamwork
- Participation increases and is inclusive of all students
- Teachers encourage and lead to enable discovery by students
- Both teachers and students are involved in active and positive dialogue
Minus (The negatives)
- It may not suit or will make the students who like to work alone bring them totally out of their comfort zone
- Their own life experiences may not be very positive or come from a good learning foundation, what one student knowledge of treating others or communicating to others maybe include all the swearing and yelling that comes with it because that is what their world is at home - sometimes they don't know the difference because that's all they've been brought up with.
- Individual thinking and learning may get lost and students confused over too many ideas
- Even contribution to group work will not happen as others will sit back and take the ride
- In group work some students may dominate leaving others to conform to the majority point of view.
- A students prior knowledge may effect their ability to learn new ideas presented.
- Teachers may find it difficult to assess students learning results or outcomes.
- Responsibility is more on the students to become a more active participant in their learning process
- Gaining comprehension and drawing from students own knowledge and experiences is more tangible and real to their lives we can only add value to that.
- We as teachers need to keep in check that we do not rely on too much of their experiences but rather, increase and develop their learning further
- Teachers are valued for their knowledge and so can assist students to continually build on what they have already learned.
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