Connecting Pedagogical Theories to 21st Century Technologies


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Connecting Pedagogical Theories to 21st Century Technologies

  1. 1. A’Kena LongBenton, EdS, PMCMacomb Community
  2. 2. 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.
  3. 3. Technology Tool for Workshop Questions (available until May 24):’s Workshop Content:
  4. 4.  Bruner (1960) supported the idea ofstudents exploring alternative modes ofinstruction, i.e., action, pictures, andsymbols. Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional designknowledge base: Theory, research, and practice. New York: Routledge.
  5. 5.  Communication theory and message design allowinstructors to use pictures (wordless comics, videos,etc.) as instructional messages. Lancaster & Warner (1985) argued that sound andanimation are more important than text because theyare more memorable. Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledgebase: Theory, research, and practice. New York: Routledge.
  6. 6. Technology Resources Animoto Video: Survey via Poll Everywhere:
  7. 7. see technology integration pages.
  8. 8. Animoto ScientificMethod Attention-grabbers or ContentSummariesGlogster ElectronicAngel Collage Presentations
  9. 9. Toondoo ReadingProcess PresentationsMismatchedCareer Goals Presentations
  10. 10. VoiceThread MathBasics BoardsWikispaces MobileLearningandAssessment Creation
  11. 11. QuestGarden “The Tell-TaleHeart” ShortStory Unit Parts of Speech AssessmentsWeebly DemonstrationSpeech Unit Web
  12. 12. Google Drive andGroupCollaborations
  13. 13. Voki_MSUCollege ofEducationTechnologyConference
  14. 14. QuizBreak! PublicSpeakingQuiz 2 andOnline InteractiveQuiz PreviewSlideshare Homonyms andReviewTED The Dangerof a SingleStory PerspectiveVideos
  15. 15. Camtasia Audiovisuallectures andcontentpresentations VideoScreencastYouTube DemonstrationSpeech—StepDance OralInterpretation—Dark Knight
  16. 16.  The technologies explored promote: active andindependent learning; application; creativity; criticalthinking; problem solving; student engagement; andreflection—not mere comprehension. Word of Caution: Soft skills need to be addressedwhen technologies are used, e.g., time managementskills. There are countless technologies anddistractions on the internet. If students are notinstructor-guided and/or focused, then tons ofunproductive hours can be spent on the web with nointellectual gains.
  17. 17. Technology Tool for Workshop Questions:
  18. 18.  Please evaluate this presentation. You can leave one-word responses, phrases, sentences, or full paragraphs.