• Save
Theory into practice
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Theory into practice

on

  • 1,796 views

 

Statistics

Views

Total Views
1,796
Views on SlideShare
1,359
Embed Views
437

Actions

Likes
2
Downloads
0
Comments
0

2 Embeds 437

https://safefiles.instructure.com 433
https://nmsu.instructure.com 4

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Theory into practice Presentation Transcript

  • 1. Foundations for effective technology integration
  • 2. Objectivism/Constructivism Pg. 36
  • 3. Theories Underlying DirectedTechnology Behaviorist Information-processing Cognitive-behavioral Systems theory & systematic instructional design Objectivist learning theories shape directed learning strategies
  • 4. Behaviorist: SkinnerLearning as: stimulus-response chains an activity that occurs inside the mind, can be inferred only by observed behaviors http://youtu.be/yBPaQ9ctAwA Behaviors are shaped by “contingencies of reinforcement” to shape desired responses
  • 5. Info-Process: Atkinson & ShiffrinThe mind as computer Sensory register  short term memory  long term memory Learning is encoding information into human memory http://youtu.be/O0oOGbt__dI
  • 6. Cognitive-behavioral: Robert GagneProviding conditionsfor learning Learning isshaped by providingoptimal instructionalconditions Different kinds ofskills require differentlearning conditions
  • 7. Systems theory & systematicinstructional designManaging the complexity of teaching Learning: using a system of instruction based on behaviorist information processing & cognitive behaviorist theories Stating goals and objectives; task analysis/learning sequence, matching assessment/instruction to objectives, creating materials, field testing and revising materials
  • 8. What does this look like? Cool math – practice (information- processing) Wii fit biggest loser (behavioral) reinforcement: achieve desired response via weight loss Other examplesanyone?
  • 9. Choose directed tech strategieswhen Skills & content to be learned are clearly defined, concrete & unambiguous (specific behavioral response can indicate learning) Students need individual tutoring/practice to learn and demonstrate prereq. skills Students need to acquire skills as quickly and efficiently as possible
  • 10. Theories Foundations ofConstructivist Integration Models Social activism theory Social cognitive theory Scaffolding theory Child development theory Discovery learning Multiple intelligences theories Constructivist learning theories shape inquiry based integration strategies
  • 11. Social Activism Theory (Dewey)Learning as social experience individual growth via social experiences (hands-on activities connected to real world issues and problems) curriculum should arise from student interest (taught as integrated topics rather than as isolated skills)
  • 12. Social Cognitive: Albert BanduraSocial influences on learning Learning is an information processing activity resulting from interactions among behaviors, environment and student factors Learn through actions they take or observing othersstep and repeat
  • 13. Scaffolding: Lev VygotskyLearning as a cognitive building process Learning is shaped by individual differences and the influence of culture Adults supporting learning through scaffolding, helping children build on what they already knowThe anti-example
  • 14. Child Development: Jean PiagetStages of development Learning is cognitive growth through neurological and social maturation Progress by interacting with their environment When confront unknown they respond with assimilation (fitting into their views) or accommodation (changing their views)1 min skip
  • 15. Discovery: Jerome BrunerInstructional support for child development cognitive growth through interaction with the environment more likely to understand & remember concepts that they discover during interaction with environment Teachers provide opportunities for exploring & manipulating objects/doing experimentsshadow play
  • 16. Multiple intelligences: HowardGardnerThe role of intelligence in learning Linguistic Musical Logical-Mathematical Spatial Bodily-kinesthetic Intrapersonal Interpersonal Naturalist
  • 17. What does this look like? Visual presentations such as prezi or student made videos/propaganda (social activism) Student centered websites (discovery) Electronic manipulatives (child development) Studying subjects from individualized perspectives/interests (scaffolding)http://www.loc.gov/topics/americanhistory.php
  • 18. Choose Inquiry Based Tech. When: Concepts to be learned are abstract &complex visual activities are essential teachers want to encouragecollaboration and/or allowalternative ways of learning/showing competence increase motivation to learn
  • 19. Cherry pickingTables on Pg.47 Pg.49 Pg.50 Pg.51Provide great comparisons to help us better understand the benefits and strengths of both strategies & theories in various situations
  • 20. TIP modelTechnology Integration Planning model Figure 2.8 pg.53 Take all these factors and decide how we want to integrate pieces into our lesson plans – to be effective, follow the model! There’s no one ‘right’ way to integrate technology into our classrooms, because as we’ve learned, we all have different perspectives/ideas
  • 21. When Technology Works Best Figure 2.10 pg. 65 Funding sources figure 2.11pg. 67
  • 22. Activity Centers Your job is to figure out what environment and learning style/activity best suits each student (online resource) & fill out the mini-reflections at each station You must sample/try/participate at each station so you can best understand the potential and limits of each ‘environment’
  • 23. ? Can objectivist and constructivist personalities be better suited for certain subjects? Grade levels? Why? How?
  • 24. Results Share answers/reflections How can we create digitalenvironments within ourparticular classrooms toaddress the needs of students?
  • 25. Tricky! minute 150 the variable is YOU! Each one of us learns/thinks differently and thrive in different environments, therefore, the way in which we approach these students is always going to be different – one size clearly does not fit most It’s all about perception and perspective