Learning Theories - ABCD's of Technology Integration
The Theory of Behaviourism and Technology Integration The Using the correct soft ware and concept mapping students can see the virtually. Learning theories are very important for instructional designers in order to the learners construct and built the information inside their mind based on the learners learn cause and consequence or relationships for what they want to learn. Similar to an outline or a flowchart, a concept map is a way of representing or in that concept maps show relationships between concepts, including bi- directional students will integrate learning, concept maps depict the intentions of faculty Presentations Technology sponsored by the Research and Theory Division.
According to Roblyer,p. Knowledge is therefore constructed and not transmitted and students generate new knowledge through activities, experiences, and experiments. Using technology in the constructivist classroom can greatly enhance students learning, as this theory calls for hand on experiences.
Here the students would not be allow to sit passively while they are instructed by their teacher, they would be guided to discover for themselves. Students in the constructivist classroom in which technology is infused would be collaborative ,as they would be encourage to work together to achieve higher learning. The use of constructivism theory in an environment with technology would helps students reach their full potential. The students that are expose to this type of classroom can be constructive, authentic and goal directed, as they are guided by their educators to to investigate, explore, discover and experiment.
In so doing they become team leaders and team players willingly working with others they plan and present their findings. The facilitators are also able to follow as they use various technological tools to use in assessing and giving feedback to their students.
Cognitive Learning Theory and Technology Cognitive learning theory has always focused on how students process information and the best educational strategies educators can use to promote student understanding of material. As educators, it is up to us to vary our teaching strategies with the understanding that individual students process information in unique ways.
Students can process limited amounts of information at any given point in a class, but that information is far more likely to be retained in long-term memory if the information begin presented is paired with a unique experience or relies upon multiple sensory inputs during presentation Orey, They stated that Pitler, describe how students can better understand new material being presented by incorporating technology into their note-taking processes.
For instance, students using word-processing software such as Microsoft Word to track changes made on a particular written passage to be better able to summarize the material. This type of technological use, particularly if it is done in large-group and then small-group or individual settings, can help students better understand the more meaningful portions of a text and develop the skill to edit down material for easier recall in the future.
This theory of cognition is can utilize technology in the classroom effectively and it helps students to gain knowledge that will help them to improve in their studies.
For example if a group of students need information in order to do a project, instead of waiting for teacher to tell them some information that they can grasp, they can use a software that as the information that they need. We have to also take in to consideration that students as different learning styles, some learn better through auditory skill, some prefer a visual encounter, while others learn by touching, tasting and smelling.
It is there important that educators encourage student to be active participant in making use of soft ware that can help them to collaborate with each other in group work. They can construct their own learning by going on virtual field trip, using appropriate soft ware, to get the desired learning out come. This theory can be effectively used to integrate technology when teaching with thematic lessons. Using the correct soft ware and concept mapping students can see the virtually real thing and can complete assignments and develop project more authentically because of the knowledge gain.
Thus giving the educator the chance,to move quickly through the lessons by setting goals and confidently giving activities that their student can manage independently. Engagement theory is intended to be a conceptual framework for technology-based learning and teaching. 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 learning environment and activities.
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. The engagement theory give the impression of a constructivist theory, it fits in with the technology integrated matrix concepts. This theory encourage students to be team players thus, give each player a chance to learn and develop useful knowledge that can be used in creative manner.
It has three basic principles in which students must be engaged in learning, it mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program.
Students enter the program with a B. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: During this year and a half of studies, students are in the field each week for hours and have a today period toward the end of the two methods block quarters when they create and implement lessons in their field classroom.
All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software.
The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses.
Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas.
The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.
The TTL lab classroom Figure 1 has 12 desktop, computers, a scanner, three digital video cameras, three digital cameras, three flex cams, and three laptop computer and projector sets. Each of the field placement schools used in any particular quarter will house a technology set to be used by the students. The set contains one each of the technologies mentioned above. There is also one digital microscope, one portable white board, and one classroom set of TI calculators with an overhead calculator, which students can check out to use in their field placements.
By providing the students with the portable equipment, students can create and deliver their lessons in the field without concern for lack of hardware or software A side benefit of the onsite technology sets has been that practicing teachers have been able to see what technologies are available for teaching and how to use them.
As an evaluation piece, each student completes a technology template aligned with the International Society for Technology in Education ISTE, professional profile. Each of our students downloads this template, the competencies in table form, onto a CDWR disc. Our students write a short narrative addressing how they met each of the competencies and include with their narratives hyperlinks to electronic evidence of their work.
The template also gives our students an opportunity to collect electronic evidence of their teaching that can later be used in an electronic portfolio, which is an option for their capstone course.
The Relationship between Learning Theories and Technology Integration | joanclarkesite
The lab course meets for a 2-hour period once every week during the same quarters as our methods block. In addition, the lab space is available for walk-ins throughout the week. The students work during this time to create technology-enhanced lessons that they will take directly to their field placement. There is little direct instruction; instead, time is spent on the uses of instructional technologies, demonstrations of those uses, and experimentation with the equipment. The primary structure of the lab course is one of open discovery and experience.
Students are to play and create lessons, again, to take directly to the field. The goal for technology integration, like the other themes in the program, is to integrate the theme into each course of the program, when appropriate.
The goal is to integrate the common themes of the program throughout the methods courses and the other graduate courses leading up to student teaching. While this writing provides insight into each of the primary themes upon which our program is based, technology integration at OSU-M is viewed as more of a tool for instructional methods than a theory.
As we continue to grow as technology users and instructors, we are beginning to question and seek out primary theories of technology integration for the education program. For now, technology is integrated into the courses through the primary program theories. Because of this, the theme of technology integration will be addressed at the end of the discussions following each of the other conceptual frames in this writing.
Developmentally Appropriate Practice Developmentally appropriate practice DAP is a basic underlying principle of our teacher education program and should be a general tenet of instruction at all levels.
For educational decisions to be developmentally appropriate, teachers must regard at least three key sources of knowledge: These sources of knowledge are introduced, examined, and applied throughout our teacher education program in introductory child development and pedagogy courses, and later in subject matter methodology courses. This knowledge helps teachers plan curriculum in multiple ways. We help and encourage our teacher education students to use various strategies to apply their DAP knowledge during supervised field-based experiences.
Our students prepare learning environments that motivate active involvement with relevant, concrete, and real materials, as well as interactions with peers and adults.
Technology Integration: Connections to Educational Theories – CITE Journal
We ask our students to tier their learning activities so that the wide range of abilities and interests found in every classroom are considered.
We also encourage our students to observe and reflect on the progress of their children frequently in order to modify the learning activities they have planned. The skills, knowledge, and attitudes needed for such teaching are explored and discussed in on-campus coursework, then applied, evaluated, and reflected upon during supervised field experiences and capstone assignments. In addition, students complete a Math, Science, and Technology MST project see PowerPoint 2 in which they import digital video into a hypermedia presentation that highlights the strengths and concerns of their teaching.
Otherwise, ideas become static and are not meaningful. Learning which is not meaningful is not retained. In its simplest form, integration is the melding of content area concepts when real-life situations provide for such melding. However, the motive for integrating in the teacher preparation program at OSU-M is not simply a sharing of the common goals of the four general content areas and their respective curricula.
To be effective, teachers must not only demonstrate a knowledge of how to integrate content or concepts within a particular discipline, but they must justify that this method is having a positive effect in their classroom as evidenced through student learning. Preservice teachers using digital video camera This is also true with the issue of technology integration.
At times, we discover they use technology simply because it is available. Sometimes our students find that a particular lesson actually could have been more effective without the use of technology. When students experience these insights, they are provided with opportunities to assess the appropriateness of particular technology uses within their instruction.
For example, they find that when they create Microsoft Excel charts Figure 4 to demonstrate mathematical graphs that students can see immediate differences between the values of a particular criteria. Some teacher education students have also used technology to give their students a different look at concepts or material in their curricula, as one teacher education student did using a flex cam Figure 5.
Sample mathematical graph in Excel Figure 5. They note that the need for basal readers and textbooks that grew out of a lack of available books during earlier periods in the United States no longer holds merit in an age of abundant, readily accessible, high quality trade books that now are published every year. Then in the graduate licensure program, literature is incorporated extensively into reading and language arts methods courses and woven throughout content methods courses in mathematics, social studies, and science.
They search author websites, contact authors and illustrators by e-mail, and, in turn, have children do this in their student teaching experiences. They have children use programs, such as Hyper Studio, to create literature response projects. If instructors hold the constructivist orientation of learning, they are more likely to create learning environments that provide opportunities for students to create or construct knowledge.
The elementary and middle childhood education program at OSU-M honors this advice by designing coursework that is authentic, reflective, and constructivist. Our teacher education program provides opportunities for our students to explore issues of constructivist-based instruction with respect to the four basic content areas. Each content area provides methodologies that represent the primary tenets of a constructivist classroom.
Students are encouraged to experiment with multiple instructional methods to provide them with experiences upon which they can draw to best meet the needs of their students.
The Relationship between Learning Theories and Technology Integration
Another primary goal has been to provide preservice teachers with course experiences that model those they would find in a constructivist-based classroom. The methods and general pedagogy courses use constructivist practices, such as cooperative learning, discovery learning, emergent curriculum development, and using student interests.
This modeling continues through the format of the TTL course. A tconstructivist form of a TTL has to accommodate a variety of levels of student technology abilities and provide for their varying interests. We designed the TTL course to be one of discovery and experience. The major focus of this time is on experimentation and on emergent needs of particular lesson as they develop. The hope is that students will feel comfortable enough with technology to use it, when appropriate, in their own classrooms PowerPoint 4.