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Technologies for learning

Presented by Charlene D. Centina

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Technologies for learning

  1. 1. Technologies for Learning Presented by: Charlene D. Centina Ma. Hanna Grace Lopez Professor: Mr. Julius Ceasar Salido April 13, 2011
  2. 2. TECHNOLOGIES LEARNING
  3. 3. Technology for Learning <ul><li>D </li></ul><ul><li>E </li></ul><ul><li>F </li></ul><ul><li>I </li></ul><ul><li>N </li></ul><ul><li>I </li></ul><ul><li>T </li></ul><ul><li>I </li></ul><ul><li>O </li></ul><ul><li>N </li></ul>specific teaching- learning patterns that serve reliably as templates for achieving demonstratively effective learning.
  4. 4. Activity <ul><li>Form two groups </li></ul>
  5. 5. COOPERATIVE LEARNING X Z Y ACADEMIC GOALS collaboration Social skills
  6. 6. Cooperative efforts result in participants striving for mutual benefit so that all group members: <ul><li>gain from each other's efforts. </li></ul><ul><li>recognize that all group members share a common fate. </li></ul><ul><li>know that one's performance is mutually caused by oneself and one's team members. </li></ul><ul><li>feel proud and jointly celebrate when a group member is recognized for achievement. </li></ul>
  7. 7. 1.life outside the classroom requires more and more collaborative activity 2. growing awareness of the value of social interaction in making learning meaningful. two converging forces
  8. 9. Advantages
  9. 10. Advantages <ul><li>Active learning </li></ul><ul><li>Social skills </li></ul><ul><li>Interdependence </li></ul><ul><li>Individual accountability </li></ul>
  10. 12. Student compatibility Student dependency Time consuming Logistical obstacles Individualist LIMITATIONS
  11. 13. INTEGRATION <ul><ul><li>Assigning students to work on a presentation of topic, dividing among them the different sub-topics, and although their efforts were pooled at the end </li></ul></ul><ul><ul><li>does not reflect cooperative learning </li></ul></ul><ul><ul><li>most of the work was done independently. </li></ul></ul><ul><ul><li>The notion of cooperative learning entails a deeper level of interaction, based on the principle that articulating and negotiating your ideas with others forces you to process information in a way that improves meaningfulness and retention. </li></ul></ul>
  12. 14. examples formats of cooperative learning technologies <ul><li>Johnson and Johnson’s Learning Together model </li></ul><ul><li>Slavin’s Team-Assisted Individualization (TAI). </li></ul>
  13. 15. Learning Together Model <ul><li>Four basic elements </li></ul><ul><li>Positive interdependence </li></ul><ul><li>Teaching interpersonal and </li></ul><ul><li>small-group skills </li></ul>Face-to-face helping interaction <ul><li>Individual Accountability </li></ul>
  14. 16. Team-Assisted Individualization (TAI) <ul><li>TAI was specifically intended to avoid some of the problems encountered with individualized programmed instruction. It incorporates features that allow students to proceed more efficiently and effectively on their own with fewer demands on the teacher for individual checking and motivating. </li></ul>
  15. 17. TAI follows this pattern: <ul><li>Teaching groups </li></ul><ul><li>Team formation. </li></ul><ul><li>Self-instructional materials </li></ul><ul><li>Team study </li></ul><ul><li>Team scores and team recognition </li></ul>
  16. 18. Computer-Based Cooperative Learning <ul><li>Computer assistance can alleviate some of the logistical obstacles to using cooperative learning methods, particularly the task of managing information, allocating different individual responsibilities, presenting and monitoring instructional material, analyzing learner responses, administering tests, and scoring and providing remediation for those tests. </li></ul>
  17. 19. GAME <ul><li>an activity in which participants follow prescribed rules that differ from those of real life as they strive to attain a challenging goal . The distinction between play and reality is what makes game exiting. Most people seem to enjoy setting aside the logical rules of everyday life occasionally and entering an artificial environment with different dynamics. </li></ul>
  18. 20. Advantages <ul><li>Games provide attractive frameworks for learning activities. They are attractive because they are fun! Children and adult alike tend to react positively to an invitation to play. </li></ul><ul><li>As a departure from usual classroom routine, games arouse interest because of their novelty. </li></ul><ul><li>The pleasant relaxed atmosphere fostered by games can be especially helpful for those (such as low achievers) who avoid other types of structured learning approach. </li></ul><ul><li>Games can keep learners in repetitious tasks, such as memorizing multiplication tables. What would otherwise be tedious drill becomes Fun </li></ul>Attractive. Novel Atmosphere Time on task
  19. 21. Limitations <ul><ul><ul><li>activities can be counter-productive for students who are less interested in competing or who are weak in the content or skill being practiced. </li></ul></ul></ul><ul><ul><ul><li>Without careful management and debriefing, students can get caught up in the excitement of play and fail to focus on the real objectives. </li></ul></ul></ul><ul><ul><ul><li>To be instructionally meaningful the game activity must provide actual practice of the intended academic skill. A fatal shortcoming of poorly designed games is that players spend a large portion of their time waiting for their turn, throwing dice, moving markers around a board, and performing similar trivial actions. </li></ul></ul></ul>Competition. Poor design . Distraction.
  20. 22. Integration <ul><li>Instructional games are well suited to the following: </li></ul><ul><li>Attainment of cognitive objectives, particularly those involving discrimination, or memorization, such as grammar, phonics, spelling, arithmetic skills, formulas, basic science concepts, place names, terminology, and so on </li></ul><ul><li>Adding motivation to topics originally attract little student interest, such as grammar rules, spelling and math drills </li></ul><ul><li>Small group instruction, provide structured activities that students or trainees can conduct by themselves without close instructor intervention </li></ul><ul><li>Basic skills such as sequence, sense of direction, visual perception, number concepts, and following rules, which can be developed by means of card games. </li></ul><ul><li>Vocabulary building. Various commercial games such as Boggle, Fluster, scrabble and Probe have been used successfully by teachers to expand spelling and vocabulary skills, although they were designed and are marketed primarily for recreational purposes. </li></ul>
  21. 23. Adapting the Content of Instructional Games <ul><li>most teachers do not design new instructional games from scratch </li></ul><ul><li>they often adapt existing games by changing the subject matter while retaining the game’s structure. </li></ul><ul><li>The original is referred to as a frame game because its framework lends itself to multiple adaptations. </li></ul><ul><li>When one is modifying a frame game, the underlying structure of a familiar game provides the basic procedure of play, or dynamics of the process. </li></ul>
  22. 24. Here are some sample adaptations: <ul><li>Safety tic-tac-toe </li></ul><ul><li>Spelling rummy </li></ul><ul><li>Reading concentration </li></ul><ul><li>Word Bingo </li></ul>
  23. 25. Thank You

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Presented by Charlene D. Centina

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