A'Kena LongBenton's Connecting Pedagogical Theories to 21st Century Technologies
A’Kena LongBenton, EdS, PMC Wayne State University email@example.com
This workshop will address how 21st century technologies readily connect to pedagogical theories, i.e.,Blooms Taxonomy, Bruner’s cognitive theory, and communication and information processing theories.These theories are applicable to various disciplines and technologies.Nearly twenty 21st century technologies will be explored. Participants will walk away with a soundunderstanding of which technologies are appropriate for the various levels of Blooms taxonomies.Specifically, these technologies can be used for teaching and student learning as follows: audioannouncements/homework reminders; audiovisual lectures; content presentations; coursemanagement systems; curriculum webs; electronic journal writing; formative assessment tools; inquiry-based learning; quiz reviews; voice/video-based discussion boards; and video attention-grabbers orcontent summaries.As time permits, the aforementioned technologies will be introduced in a workshop format whereparticipants will actively engage in technology-based instructional activities. For example, using thePoll Everywhere tool, instructors will electronically respond to a posed question using their mobiledevices (cell phone, laptop, or tablet). Subsequently, electronic real-time survey results will appear onan LCD overhead projector screen.Most importantly, participants will be able to walk away from this authentic learning experience withapplicable knowledge that will assist them in their careers.
Technology Tool for Workshop Questions (available until May 24): http://todaysmeet.com/cpt
Bruner (1960) supported the idea of students exploring alternative modes of instruction, i.e., action, pictures, and symbols. Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.
Communication theory and message design allow instructors to use pictures (wordless comics, videos, etc.) as instructional messages. Lancaster & Warner (1985) argued that sound and animation are more important than text because they are more memorable. Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.
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VoiceThread Math https://voicethr Voice/video-based Basics ead.com/share/ Discussion Boards 3574794/Wikispaces Mobile http://mobilelea Content Creation Learning rningandassessm and ent.wikispaces.co Assessment m/
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Google Drive https://drive Electronic .google.com Revisions and /?tab=mo&a Group uthuser=0# Collaborations my-drive
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The technologies explored promote: active and independent learning; application; creativity; critical thinking; problem solving; student engagement; and reflection—not mere comprehension. Word of Caution: Soft skills need to be addressed when technologies are used, e.g., time management skills. There are countless technologies and distractions on the internet. If students are not instructor-guided and/or focused, then tons of unproductive hours can be spent on the web with no intellectual gains.
Technology Tool for Workshop Questions: http://todaysmeet.com/cpt
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