LongBenton Connecting Pedagogical Theories to 21st Century TechnologiesII
A’Kena LongBenton, EdS, PMCMacomb Community Collegelonga@macomb.edu
This workshop will address how 21st century technologies readily connect to pedagogicaltheories, i.e., Blooms Taxonomy, Bruner’s cognitive theory, and communication and informationprocessing 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/cptToday’s Workshop Content: http://goo.gl/a6tmu
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.
Communication theory and message design allowinstructors to use pictures (wordlesscomics, 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.
Technology Resources Animoto Video:http://animoto.com/play/5z0IaxYCMmzyV7kAKsZAJATechnology Survey via Poll Everywhere:http://www.polleverywhere.com/multiple_choice_polls/ravyH55922uWEWW
http://akenalong.weebly.com/Please see technology integration pages.
Animoto ScientificMethodhttp://animoto.com/play/Fl3IA41Jxia3MzRNGM7q3QVideo Attention-grabbers or ContentSummariesGlogster ElectronicAngel Collagehttp://www.glogster.com/africa11/angels/g-6lts4b92k4fcnmbmomp2rk4Content Presentations
QuestGarden “The Tell-TaleHeart” ShortStory Unithttp://questgarden.com/author/create/preview.php?u=144746&l=144746-120521071125&pt=student&p=introductionInquiry-basedLearningSurveyMonkey Parts of Speech http://www.surveymonkey.com/MySurvey_Responses.aspx?sm=fsqfd4pDwh0HISE3%2fuYBl3WlB8byAEkfUUCRmtMjK50%3dFormative AssessmentsWeebly DemonstrationSpeech Unithttp://alongb.weebly.com/Curriculum Web
Google Drive https://drive.google.com/?tab=mo&authuser=0#my-driveElectronicRevisions andGroupCollaborations
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.
Technology Tool for Workshop Questions:http://todaysmeet.com/cpt
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