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Students successfully learning through technology (IMPACT (Learning goal…
Students successfully learning through technology
T-PACK
Pedagogy
Pedagogy is the strategies and techniques used in the classroom based of the teacher's approach and beliefs on education
Contnent
Content is about the subject matter from curriculum and the deep learning of concepts, as well as higher order thinking
Technology
Technology is about the digital and non-digital technologies and tools used in the classroom
TPACK is the basis of effective teaching with technology: requiring an understanding of:
the representation of concepts using technologies
pedagogical techniques that use technologies in constructive ways to teach content
knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face
knowledge of students’ prior knowledge and theories of epistemology
knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones
Sugata Mirta
SOLE - Self Organising Learning System
Self organising learning system
Students working together rather than individually
Example of Self organising learning system: 5 computers with 3-4 people per computer
IMPACT
Learning goal
Teachers can reference to learning goal during class
Students know the performance standard
Teachers can goal references e.g. 'By the end of this lesson we will be able to..'
Sttudents link learning to learning goal
Model
Teachers can define explicitly the content/skill that will be learned
Teachers can link to bigger picture to give purpose to lesson
Students know what is expected of them in lesson
students model their thinking aloud
Practice
Teachers can engage students with repetitive practice
Teachers can move from teacher led to student mastery
Students describe their thinking about questions with peers
Students review work and understand learning before moving on
Apply
Teachers use small group problem solving
Teachers focus on higher order thinking rather than content
Students use thinking through unfamiliar scenarios
Students provide evidence to support thinking
Connect
Teachers enable students to reflect on others values, experiences and ideas
Teachers use what students know about the content to make connects with broader learning
Studnets engage with others inside and outside of the classroom
Students contribute to decision making
Transform
Teachers praise effort not talent
Teachers check on each students learning
Students analyse their own learning towards the learning goal
Students explain what they can do to enhance learning
Inspire
Teachers can use warm ups or ice breakers
Teachers can encourage students to generate questions
Students can think pair share
Students can reflect on last lesson to link to new lesson
Re-purposing technology
Repurposing technology allows students to use familiar technology for a new educational purpose
Repurposing technology that was not designed for educational practice and applying it in learning
Pedagogy
Teacher Directed Learning
Students put all of their focus on the teacher.
The teacher talks and the students exclusively listen.
During activities, students work alone, and collaboration is discouraged.
Student Directed Learning
Focuses on children working together
Children choose to enquire in an aspect of life
The students and teacher share focus.
Students and teachers interact equally rather than all attention being on the teacher.
Group work is encouraged, and students learn to collaborate and communicate together
Learning Theories
Behaviourist - Cognitivist
Knowledge exists external to the child and could be transmitted or received
Software: Tutorial programs e.g. Mathletics
Pedagogy: Direct instruction
Constructivist - Constructionist
Children construct reality from their perceptions; construct their own knowledge
Software that mediates learning: e.g. spreadsheets, content free, Show me APP
Pedagogy: e.g. big questions, projects, investigation
Technology
Technology can be manipulated to assist and support pedagogy in the classroom as well as students' learning
Technology can be used in countless ways to articulate content in an engaging way for students to learn and develop new knowledge and skills
Pedagogical Practices with ICT
Instructional
divides the learning activities into smaller units with use of positive/negative feedback for corrections
Revelatory
activities/knowledge in order for students to discover the concept
Conjectual
enables students to manipulate ideas and hypotheses to develop knowledge
Epistemic beliefs
Dualistic
right-or-wrong knowledge handed down by authority
Multiplistic
multiple views but still believe that most knowledge is certain
Relativistic
most knowledge as tentative and contextual and generated by the self;
Relativism
that knowledge is uncertain and
based on the weight of accumulated evidence
Reference:
Perry, W.(1970). Forms of Intellectual and Ethical Development in the College Years : A scheme. New York: Holt, Rinehart and Winston.
Epistemic Beliefs/Pedagogical Beliefs/Pedagogical practices Table
Reference:
Prestridge, S., & de Aldama, C. (2016). A classification framework for exploring technology-enabled practice–FrameTEP. Journal of Educational Computing Research, 54(7), 901-921.
Self-regulated learning
Peer learning
Peers learn from and teach each other, in formal and informal settings.
Students benefit from problem solving and explaining information together through increased understanding of course content., as well as developing friendships and supportive networks.
Time Management
Effective regulation
Metacogniton
Critical Thinking
Experimental learning
Allowing students to attempt a task with minimal guidance
Giving the students an opportunity to potentially fail
Teacher sets a simple task for students to complete
Experimental learning motivates students as it encourages them to learn to correct way to complete the task
