2. NATURE AND HISTORY OF
THE INTERNET IN SCHOOLS
The National Curriculum for Schools in England (DfEE/QCA, 1999) sets
out four strands:
Finding things out
Developing ideas and making things happen
Exchanging and sharing information
Reviewing, modifying and evaluating work as it progresses.
3. BERNERS-LEE (IN DERN, 1994: 43)
DESCRIPTION OF DIFFERENT
ELEMENTS:
Wide-are
Hypermedia
Information retrieval
Universal access
Large universe of documents
4. INTERNET USE IN SCHOOLS
Beginning
what about now?In the early to
mid 1990’
6. THE KEY FEATURES OF ICT
FOR THE SPECIFIC
INTERNET USESpeed
Capacity
Automation
Communicability
Replication
Provisionality
Interactivity
Non-linearity
Multi-modality
7. PEDAGOGY
Mortimore (1999: 17) describes pedagogical activity as,
“Any conscious activity by one person designed to enhance
learning in another”, which clearly includes decisions made by
teachers, and to extent by policy makers, concerning the place
of new technologies in teaching and learning.
-> pedagogy has come to refer to “the skills and approaches
used by teachers to achieve the aims of the lessons that they
teach, or methods which they employ.”
8. CONT.
Traditional pedagogies
For example: Victorian age
The prevailing view on teaching and learning was that children’s heads were
empty and it was the job of the teacher to remedy that by filling them with
information in the form of facts.
9. PEDAGOGICAL APPROACH TO
TEACHING
Teacher-Centred Approach
DIRECT INSTRUCTION
Direct Authority
Expert
Personal Model
INQUIRY-BASED LEARNING
Facilitator
Personal Model
Delegator
COORPERATIVE LEARNING
Facilitator
Delegator
Child-Centred Approach
10. Children as Thinkers
Engaged in constructing meanings
Discussion
Collaboration
Subscribes to the principles of
constructivism learning theory
Children as the Doers
Learn by being shown and copying
others
Learn by practicing(procedural
knowledge)
Subscribes to the principles of
behaviourism learning theory
Children as Knowledgeable
Awareness of what is known to others
Objective knowledge is achieved
Subscribes to the principles of
constructivism learning theory
Children as the Knowers
Learning from being told
Passive learning
Knowledge of facts (Prepositional)
Subscribes to the principle of
behaviourism learning theory
11. LearningBehaviourism
Learner is passive
Imitation of observable
behaviours
Reinforcement
Methods
Lecture
Rote learning
Drilling and practice
Multiple choice tests
Constructivism
Active and social in the
learning process
Students learn by doing
Learning based on prior
knowledge
Methods
Discovery
Collaborative group work
Scaffolding
13. CLASSROOM IMPLICATION ON THE
USE OF INTERNET
The use of Integrated Learning System
Set of activities, tests
Informs individualized learning
No consultation/discussion with others
Encourage students to work for their rewards while doing what they like and
avoid punishment
Using computer time as a reward can provide positive feedback and integrate
technology in the teaching and learning process
14. CONSTRUCTIVIST LEARNING AND
INTERNET
Allow students to watch educational videos and have discussion
Allow for problem-solving and inquiry-based learning activities
Allow students take online tours and share their experience
(Peer-group learning and sharing of knowledge)
The use of primary sources of data
The use of real world activities and contexts
Allows construction of knowledge rather than the presentation of facts
Detailed reference to what pupils already know
Scaffolding techniques provided by the teacher and sometimes by others.