Meaningful learning with technology archie

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Meaningful learning with technology archie

  1. 1. Meaningful Learning with Technology By: Archie Ryan B. Cutanda
  2. 2. What Drives Learning? <ul><li>is the understanding of and effort invested in completing a task or activity </li></ul><ul><li>It is the nature of the task that student Intend to perform that will best determine the nature of the learning that results. </li></ul>
  3. 3. In order for students to learn meaningfully <ul><li>-They must be willfully engaged in a meaningful task: </li></ul><ul><li>Active activities. </li></ul><ul><li>Constructive activities. </li></ul><ul><li>Intentional activities. </li></ul><ul><li>Authentic activities. </li></ul><ul><li>Cooperative activities. </li></ul>
  4. 4. schools should help students to learn how to recognize and solve problems <ul><li>Comprehend new phenomena </li></ul><ul><li>Construct mental models of those phenomena </li></ul><ul><li>Given a new situation </li></ul><ul><li>Set goals and regulate their own learning </li></ul>
  5. 5. Active (Manipulative/Observant) <ul><li>Learning is a natural, adaptive human process. </li></ul><ul><li>learn and adapt to their environment. </li></ul><ul><li>Developed sophisticated skills. </li></ul><ul><li>Advanced knowledge about the world around them when they need to or want to. </li></ul>
  6. 6. Characteristics of Meaningful Learning. <ul><li>Active </li></ul><ul><li>Manipulative/Observant </li></ul><ul><li>Intentional </li></ul><ul><li>Goal directed/Regulatory </li></ul><ul><li>Constructive </li></ul><ul><li>Articulate/Reflective </li></ul><ul><li>Authentic </li></ul><ul><li>Complex/Contextualized </li></ul><ul><li>Cooperative </li></ul><ul><li>Collaborative/Conversational </li></ul>
  7. 7. Constructive (Articulative/Reflective) <ul><li>Learn the lessons that their activity has to teach. </li></ul><ul><li>Learners articulate what they have Accomplished. </li></ul><ul><li>Learners Reflect on their activity and observation. </li></ul><ul><li>Learners observe and what they understand. </li></ul><ul><li>Learners integrate their new experiences with their prior knowledge about the world. </li></ul><ul><li>Learners establish goals for what they need to learn in order to make sense out of what they observe. </li></ul><ul><li>Learners begin constructing their own simple mental models that explain what they observe. </li></ul><ul><li>learners mentally represent their understanding in different ways using different thought processes. </li></ul>
  8. 8. Intentional (Goal-Directed/Regulatory) <ul><li>All human behavior is goal directed (Schank, 1994). </li></ul><ul><li>That is, everything that we do is intended to fulfill some goal. </li></ul><ul><li>learners are actively and willfully trying to achieve a cognitive goal (Scardamalia & Bereiter, 1994) </li></ul><ul><li>Technologies have traditionally been used to support teachers' goals but not those of learners. </li></ul><ul><li>Technologies need to engage learners in articulating and representing their understanding, not that of teachers. </li></ul><ul><li>Learners use technologies 'to represent their actions and construction. </li></ul><ul><li>Learners use computers to do skillful planning for doing everyday tasks or constructing and executing a way to research a problem they want to solve, they are intentional and are learning meaningfully. </li></ul>
  9. 9. Authentic (Complex/Contextual) <ul><li>Most lessons learned in schools focus on general principles. </li></ul><ul><li>Most lessons learned in schools focus theories. </li></ul><ul><li>teachers and professors remove those ideas from their natural contexts in order to be able to cover the curriculum more efficiently. </li></ul><ul><li>Teachers read a simplified problem and immediately represent the problem in a formula. </li></ul>
  10. 10. Cooperative (Collaborative/Conversational) <ul><li>Humans naturally work together in learning and knowledge-building communities. </li></ul><ul><li>Humans naturally seek out others to help them to solve problems and perform tasks. </li></ul><ul><li>learners seldom have the opportunity to &quot;do anything that counts&quot; in collaborative teams despite their natural inclinations. </li></ul><ul><li>learners out of more natural and productive modes of thinking. </li></ul><ul><li>Learners, they believe, must be accountable for their own knowledge, so even if you agree, at least in principle, with collaborative learning principles. </li></ul><ul><li>learners in teams. </li></ul><ul><li>Learners are strategic enough to know &quot;what counts&quot;, in classrooms, so if they are evaluated individually, collaborative learning activities will fail because students realize that their outcomes are not important. </li></ul><ul><li>Learners working in groups must socially negotiate a common understanding of the task and the methods they will use to accomplish it. </li></ul><ul><li>Learners become part of knowledge-building communities both in class and outside of school, they learn that there are multiple ways of viewing the world and multiple solutions to most of life's problems. </li></ul><ul><li>Characteristics of meaningful learning are interrelated, interactive; and interdependent. </li></ul>
  11. 11. How Does Technology Facilitate Learning? <ul><li>Some of the first educational technologies were illustrations in 17th-century books and slate chalkboards in 18th-century classrooms. </li></ul><ul><li>Educational technologies in the 20th century include lantern-slide and opaque projectors, later radio, and then motion pictures. </li></ul><ul><li>During the 1950s, programmed instruction emerged as the first true educational technology. </li></ul><ul><li>first technology developed specifically to meet 6 Chapter 1 educational needs. </li></ul><ul><li>technology, including computers, educators recognized its importance and debated how to apply each nascent commercial technology for educational purposes. </li></ul>
  12. 12. Learning With Technology <ul><li>Technology is more than hardware. </li></ul><ul><li>Technology consists also of the designs and the environments that engage learners. </li></ul><ul><li>Technology can also consist of any reliable technique or method for engaging learning, such as cognitive learning strategies and critical thinking skills. </li></ul><ul><li>Learning technologies can be any environment or definable set of activities that engage learners in active, constructive, intentional, authentic, and cooperative learning. </li></ul><ul><li>Technologies are not conveyors or communicators of meaning. </li></ul><ul><li>Technologies support meaningful learning. when they fulfill a learning need. </li></ul><ul><li>Technologies should function as intellectual tool kit~ that enable learners to build more meaningful personal interpretations and representations of the world. </li></ul><ul><li>Learners and technologies should be intellectual partners, where the cognitive responsibility for performance is distributed by the part of the partnership that performs it better. </li></ul>
  13. 13. How Technologies Foster Learning <ul><li>Technology as tools to support knowledge construction. </li></ul><ul><li>Technology as information vehicle for exploring knowledge to support learning by constructing. </li></ul><ul><li>Technology as authentic context to support learning by doing. </li></ul><ul><li>Technology as social medium to support learning by conversing. </li></ul><ul><li>Technology as intellectual partner (Jonassen, 2000) to support learning by reflecting. </li></ul>
  14. 14. How Technologies Foster Thinking <ul><li>Causal </li></ul><ul><li>Analogical </li></ul><ul><li>Expressive </li></ul><ul><li>Experiential </li></ul><ul><li>Problem Solving </li></ul>
  15. 15. Conclusion <ul><li>Meaningful learning will 'result when technologies engage learners in the following: </li></ul><ul><li>• Knowledge construction, not reproduction </li></ul><ul><li>• Conversation, not reception </li></ul><ul><li>• Articulation, not repetition </li></ul><ul><li>• Collaboration, not competition </li></ul><ul><li>• Reflection, not prescription </li></ul>
  16. 16. References <ul><li>Becker, H. J.. (1985). How schools use microcomputers: Summary of a 1983 national survey. (ERIC Document Reproduction Service No. EO 257448) </li></ul><ul><li>Clark, R. (1983). Mere vehicles. Review of Educational Research, 53(4), 445-459. </li></ul><ul><li>Hadley, M., & Sheingold, K. (1993).Comrnonalities and distinctive patterns in teacher interaction of computers. American Journal of Edilcation, 101(3), 261-315. </li></ul><ul><li>Hume, D. (1739/2000). A treatise of human nature. Oxford, UK: Oxford University Press. </li></ul><ul><li>Jonassen, D. H. (2000). Computers as mindtools in schools: Engaging critical thinking . .Columbus, OH: Merrill/Prentice Hall. </li></ul><ul><li>Jonassen, D. H., & Ionas, 1. G. (2007). Designing effective supports for causal reasoning. Educational Technology: Research and Development, 55. </li></ul><ul><li>Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany: State University of New York Press. </li></ul><ul><li>Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge building communities. Journal of the Learning Sciences, 3(3), 265-283. </li></ul><ul><li>Schank, R. C. (1994). Goal-based scenarios. In R. C. Schank & E. Langer (Eds.), Beliefs, reasoning, and decision making: Psycho-logic in honor of Bob Abelson (pp. 1-33). Hillsdale, NI: Lawrence Erlbaum. </li></ul>

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