This document discusses the theoretical foundations and research focus of a study examining new learning ecologies that emerge in 1:1 computing environments. It defines key conditions for a new learning ecology including constant access to information, personalized learning, highly developed teacher capacities, and learner dispositions. The study uses a multi-case approach to observe four classrooms and finds that new learning ecologies are contextual, variable, and dynamic. Results support theories that 1:1 computing can personalize learning and support teachers as coaches and self-regulated learning.
Constructivism is an active learning theory that maintains learning occurs when learners actively construct knowledge by working to solve realistic problems. Key aspects include: learning is social and active; learners construct their own understanding; new knowledge builds on prior knowledge. Constructivism sees the learner as responsible for knowledge construction through experience and reflection. It emphasizes problem-solving and critical thinking to synthesize information for real-world application. Technology supports constructivist principles by providing authentic problems and opportunities for knowledge building. Major scholars developed models emphasizing experiential learning, problem-based learning, cognitive apprenticeships, and scaffolding support. Research shows constructivist teaching correlates with increased technology use and improved student outcomes like problem-solving abilities.
The document summarizes key aspects of constructivism as a learning theory. It discusses prominent theorists like John Dewey and how they influenced education. It also provides examples of how constructivism would be applied in a classroom, with students learning by doing, collaborating, and connecting lessons to real-world situations. The teacher acts as a facilitator of experiences. The document ends by explaining how constructivism fits with the author's own teaching style in career and technical education.
The document summarizes the findings of a study on the digital transition of teaching at a university in North Macedonia due to COVID-19. It found that both teachers and students used videoconferencing and email primarily, with mixed views on methodologies. Both populations reported physical and mental tolls on wellbeing like fatigue, pain, and feelings of isolation. In response, the university established a committee to improve support through training, resources, communication, and psychological services to address lessons learned from the pandemic experience.
Constructivism and classroom management in preschoolslilbeans
The document discusses the constructivist teacher's approach to classroom management in Malaysian preschools. It notes the shift from a transmission approach where the teacher transmits knowledge, to a constructivist approach where learners play an active role and the teacher facilitates. While constructivism encourages engagement and community, some strategies may not suit preschoolers. A balance is needed between constructivism and using rewards for young children. The constructivist teacher fosters learning and respect among diverse students in Malaysia.
EDP3333: Personal Pedagogical Framework - Katherine Reedkatie_reed
Catherine Reed's personal pedagogical framework focuses on creating a safe, supportive learning environment and enabling lifelong learning skills. Her framework is informed by humanism, constructivism, behaviourism, cognitivism, and connecting learning to real world experiences. She aims to be a teacher, facilitator, and role model who promotes respect, communication, diversity and high expectations.
Constructivism is an active learning theory that maintains learning occurs when learners actively construct knowledge by working to solve realistic problems. Key aspects include: learning is social and active; learners construct their own understanding; new knowledge builds on prior knowledge. Constructivism sees the learner as responsible for knowledge construction through experience and reflection. It emphasizes problem-solving and critical thinking to synthesize information for real-world application. Technology supports constructivist principles by providing authentic problems and opportunities for knowledge building. Major scholars developed models emphasizing experiential learning, problem-based learning, cognitive apprenticeships, and scaffolding support. Research shows constructivist teaching correlates with increased technology use and improved student outcomes like problem-solving abilities.
The document summarizes key aspects of constructivism as a learning theory. It discusses prominent theorists like John Dewey and how they influenced education. It also provides examples of how constructivism would be applied in a classroom, with students learning by doing, collaborating, and connecting lessons to real-world situations. The teacher acts as a facilitator of experiences. The document ends by explaining how constructivism fits with the author's own teaching style in career and technical education.
The document summarizes the findings of a study on the digital transition of teaching at a university in North Macedonia due to COVID-19. It found that both teachers and students used videoconferencing and email primarily, with mixed views on methodologies. Both populations reported physical and mental tolls on wellbeing like fatigue, pain, and feelings of isolation. In response, the university established a committee to improve support through training, resources, communication, and psychological services to address lessons learned from the pandemic experience.
Constructivism and classroom management in preschoolslilbeans
The document discusses the constructivist teacher's approach to classroom management in Malaysian preschools. It notes the shift from a transmission approach where the teacher transmits knowledge, to a constructivist approach where learners play an active role and the teacher facilitates. While constructivism encourages engagement and community, some strategies may not suit preschoolers. A balance is needed between constructivism and using rewards for young children. The constructivist teacher fosters learning and respect among diverse students in Malaysia.
EDP3333: Personal Pedagogical Framework - Katherine Reedkatie_reed
Catherine Reed's personal pedagogical framework focuses on creating a safe, supportive learning environment and enabling lifelong learning skills. Her framework is informed by humanism, constructivism, behaviourism, cognitivism, and connecting learning to real world experiences. She aims to be a teacher, facilitator, and role model who promotes respect, communication, diversity and high expectations.
This document discusses constructivism as it relates to learning and teaching. Some key points include:
- Constructivism views learning as an active process where students construct new understandings based on interactions and experiences rather than passively receiving information.
- Important constructivist theorists discussed are Piaget and Vygotsky. Piaget's concept of disequilibrium and Vygotsky's emphasis on social learning and the zone of proximal development are mentioned.
- Constructivist teaching methods focus on student-centered learning, discovery learning, scaffolding, and social interaction between students. Specific strategies discussed for different subject areas include reciprocal teaching for reading and problem-based learning for math and science.
The impact of homework on self-directivity and self-efficacy among adult lear...Gabriela Zazpe Fernández
The document analyzes the impact of homework on self-directivity and self-efficacy among adult learners in Uruguay. It surveys students, teachers, school principals, mentor teachers, and supervisors. Most students do homework regularly and believe it helps them learn independently and improve results. However, some feel they lack time or see no connection to class lessons. Teachers were split on whether homework assignments align with their teaching. Overall, the study examines how homework may influence self-directed learning and self-efficacy among adult students.
Is constructivism the best philosophy of educationLiz Powell
Constructivists like David Elkind believe constructivism is the best philosophy of education as it is learner-centered and fosters critical thinking, while objectivists argue it is inherently flawed. Objectivists assert that knowledge exists independently of the learner and is best imparted from teachers. While constructivism can be too radical, reality exists outside individuals but our perceptions differ based on experiences. A combination of philosophies may create the most effective curriculum.
The document outlines four learning theories - instructivism, constructivism, social constructivism, and connectivism. It describes the key theorists, principles, and mindsets associated with each approach. It recommends that teachers incorporate aspects of each theory by using both passive and active learning experiences to accommodate different student needs and abilities. The goal is for students to experience diverse learning opportunities to help them achieve personal and academic goals.
Constructivism is a learning theory where students actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Teachers support a constructivist environment using the five E's: engage, explore, explain, elaborate, and evaluate. This allows students to build their own understanding through inquiry, collaboration with peers, and reflection on their learning, with the teacher guiding and assessing the process.
This document discusses classroom management, bullying, and teacher practices. It summarizes that while bullying has received more attention, little is known about the relationship between classroom management and bullying. Research suggests several variables can create environments where bullying is more likely, including harsh discipline, lower quality instruction, and disorganized settings. The document calls for more education on classroom management practices and bullying for both preservice and in-service teachers, as well as further research on the relationship between classroom management and bullying.
This document discusses classroom management, bullying, and teacher practices. It summarizes that while bullying has received more attention, little is known about the relationship between classroom management and bullying. Research suggests several variables can create environments where bullying is more likely, including harsh discipline, lower quality instruction, and disorganized settings. The document calls for more education on classroom management practices and bullying for both preservice and in-service teachers, as well as further research on the relationship between classroom management and bullying.
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
Authentic instruction emphasizes applying content to real world contexts through activities like research and problem solving. It has advantages like developing higher-order thinking, but requires more planning time from teachers. The teacher acts as a coach providing guidance and feedback, while students take responsibility for tasks like research, analysis, and presentation. Authentic assessments include peer review, rubrics, and Kirkpatrick model evaluations. Digital tools support authentic learning through resources like online forums and wikis. Evidence suggests authentic instruction fosters motivation, deeper understanding and effective work habits.
Constructivism is a theory of learning that suggests people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Each person generates their own "rules" and mental models to make sense of new experiences, and learning occurs when a person adjusts their understanding to accommodate new information. Constructivism views learning as a social activity influenced by culture and context. In a constructivist classroom, students take an active role in constructing knowledge through collaboration, inquiry-based projects, and reflection on their learning. The teacher acts as a facilitator to help students make connections between new and prior knowledge.
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key founders of constructivism include Jean Piaget and John Dewey. According to constructivism, learning involves a process of assimilation of new information and accommodation or adjustment of existing knowledge. Constructivism emphasizes hands-on, active learning and problem solving over rote memorization. It suggests learning occurs through collaboration and social interaction.
1) Problem-based learning is a student-centered approach where students learn through solving authentic problems and reflecting on their experiences. It develops critical thinking and problem solving skills.
2) In PBL, students work in groups to seek solutions to real-world problems. The teacher takes on the roles of facilitator and coach rather than lecturer. Learning is active and collaborative rather than passive.
3) PBL starts with an ill-structured problem that requires students to engage in self-directed learning. It develops skills like self-directed learning, collaboration, and communication that are useful for life-long learning and career success.
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. There are two views of constructivism: social constructivism which emphasizes that knowledge is initially shared with others, and individual constructivism which focuses on internal knowledge construction. Key theorists of constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching methods center learning around student experiences through activities like class discussions, field trips, experimentation, and research projects, rather than traditional passive learning.
The social inquiry model is a teaching model that aims to develop social skills in students. It emphasizes using inquiry and evidence-based discussion to solve problems. The model has 6 phases: orientation of a problem, developing hypotheses, defining terms, exploring evidence, generalizing conclusions. Teachers introduce a social issue and guide students through reflective discussion to state positions, test assumptions, and refine views. The goal is to promote open debate, hypothesis-driven learning, and use of facts to solve issues.
Presentation of constructivism and problem solving approachMaulia Gustika
This document discusses constructivism and problem-solving approaches to learning mathematics. It first defines constructivism as the view that students actively construct their own knowledge based on their existing experiences. It then discusses key aspects of constructivist learning like students developing their own understandings and comparing new information to existing knowledge. The document also outlines the four phases of a constructivist approach to mathematics learning and how teachers can implement it by starting with students' existing knowledge. It concludes with an example of a constructivist-inspired dialogue between a student and teacher about problem solving in mathematics.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
http://www.ccsprojects.com/ – This White Paper explains how CCS Presentation Systems partner SMART Technologies uses SMART learning environment is an integrated, scalable and future-proof means of bringing differentiation to the classroom. SMART products support flexible grouping at all levels – whole-class, group, and individual.
This document discusses using digital video in social studies education. It recommends that teachers have students watch, analyze, and create digital videos. When watching videos, teachers should provide context, engage students with questions, and specify learning objectives. When analyzing videos, students could discuss where and when they take place, summarize content, and consider different perspectives. When creating videos, students can use programs like Windows Photo Story or Windows Movie Maker. The document encourages asking students questions when analyzing videos in social studies class.
This study examined how an inquiry learning project model affected the development of teachers' TPACK (technological pedagogical content knowledge) as they integrated technology into their English language arts teaching. Twenty in-service teachers participated in a graduate course where they completed an inquiry learning project using educational technology. Surveys and reflections found that the project significantly increased teachers' beliefs in the value of technology for instruction and their technology skills. Teachers' analogies showed they progressed from feeling afraid to integrate technology to feeling more confident after seeing student engagement and learning with technology. Key themes from reflections were developing new attitudes toward technology integration and negotiating knowledge through collaboration. The study implies that cultivating teachers' TPACK through innovative models can help teachers lead educational change
This document discusses constructivism as it relates to learning and teaching. Some key points include:
- Constructivism views learning as an active process where students construct new understandings based on interactions and experiences rather than passively receiving information.
- Important constructivist theorists discussed are Piaget and Vygotsky. Piaget's concept of disequilibrium and Vygotsky's emphasis on social learning and the zone of proximal development are mentioned.
- Constructivist teaching methods focus on student-centered learning, discovery learning, scaffolding, and social interaction between students. Specific strategies discussed for different subject areas include reciprocal teaching for reading and problem-based learning for math and science.
The impact of homework on self-directivity and self-efficacy among adult lear...Gabriela Zazpe Fernández
The document analyzes the impact of homework on self-directivity and self-efficacy among adult learners in Uruguay. It surveys students, teachers, school principals, mentor teachers, and supervisors. Most students do homework regularly and believe it helps them learn independently and improve results. However, some feel they lack time or see no connection to class lessons. Teachers were split on whether homework assignments align with their teaching. Overall, the study examines how homework may influence self-directed learning and self-efficacy among adult students.
Is constructivism the best philosophy of educationLiz Powell
Constructivists like David Elkind believe constructivism is the best philosophy of education as it is learner-centered and fosters critical thinking, while objectivists argue it is inherently flawed. Objectivists assert that knowledge exists independently of the learner and is best imparted from teachers. While constructivism can be too radical, reality exists outside individuals but our perceptions differ based on experiences. A combination of philosophies may create the most effective curriculum.
The document outlines four learning theories - instructivism, constructivism, social constructivism, and connectivism. It describes the key theorists, principles, and mindsets associated with each approach. It recommends that teachers incorporate aspects of each theory by using both passive and active learning experiences to accommodate different student needs and abilities. The goal is for students to experience diverse learning opportunities to help them achieve personal and academic goals.
Constructivism is a learning theory where students actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Teachers support a constructivist environment using the five E's: engage, explore, explain, elaborate, and evaluate. This allows students to build their own understanding through inquiry, collaboration with peers, and reflection on their learning, with the teacher guiding and assessing the process.
This document discusses classroom management, bullying, and teacher practices. It summarizes that while bullying has received more attention, little is known about the relationship between classroom management and bullying. Research suggests several variables can create environments where bullying is more likely, including harsh discipline, lower quality instruction, and disorganized settings. The document calls for more education on classroom management practices and bullying for both preservice and in-service teachers, as well as further research on the relationship between classroom management and bullying.
This document discusses classroom management, bullying, and teacher practices. It summarizes that while bullying has received more attention, little is known about the relationship between classroom management and bullying. Research suggests several variables can create environments where bullying is more likely, including harsh discipline, lower quality instruction, and disorganized settings. The document calls for more education on classroom management practices and bullying for both preservice and in-service teachers, as well as further research on the relationship between classroom management and bullying.
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
Authentic instruction emphasizes applying content to real world contexts through activities like research and problem solving. It has advantages like developing higher-order thinking, but requires more planning time from teachers. The teacher acts as a coach providing guidance and feedback, while students take responsibility for tasks like research, analysis, and presentation. Authentic assessments include peer review, rubrics, and Kirkpatrick model evaluations. Digital tools support authentic learning through resources like online forums and wikis. Evidence suggests authentic instruction fosters motivation, deeper understanding and effective work habits.
Constructivism is a theory of learning that suggests people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Each person generates their own "rules" and mental models to make sense of new experiences, and learning occurs when a person adjusts their understanding to accommodate new information. Constructivism views learning as a social activity influenced by culture and context. In a constructivist classroom, students take an active role in constructing knowledge through collaboration, inquiry-based projects, and reflection on their learning. The teacher acts as a facilitator to help students make connections between new and prior knowledge.
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key founders of constructivism include Jean Piaget and John Dewey. According to constructivism, learning involves a process of assimilation of new information and accommodation or adjustment of existing knowledge. Constructivism emphasizes hands-on, active learning and problem solving over rote memorization. It suggests learning occurs through collaboration and social interaction.
1) Problem-based learning is a student-centered approach where students learn through solving authentic problems and reflecting on their experiences. It develops critical thinking and problem solving skills.
2) In PBL, students work in groups to seek solutions to real-world problems. The teacher takes on the roles of facilitator and coach rather than lecturer. Learning is active and collaborative rather than passive.
3) PBL starts with an ill-structured problem that requires students to engage in self-directed learning. It develops skills like self-directed learning, collaboration, and communication that are useful for life-long learning and career success.
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. There are two views of constructivism: social constructivism which emphasizes that knowledge is initially shared with others, and individual constructivism which focuses on internal knowledge construction. Key theorists of constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching methods center learning around student experiences through activities like class discussions, field trips, experimentation, and research projects, rather than traditional passive learning.
The social inquiry model is a teaching model that aims to develop social skills in students. It emphasizes using inquiry and evidence-based discussion to solve problems. The model has 6 phases: orientation of a problem, developing hypotheses, defining terms, exploring evidence, generalizing conclusions. Teachers introduce a social issue and guide students through reflective discussion to state positions, test assumptions, and refine views. The goal is to promote open debate, hypothesis-driven learning, and use of facts to solve issues.
Presentation of constructivism and problem solving approachMaulia Gustika
This document discusses constructivism and problem-solving approaches to learning mathematics. It first defines constructivism as the view that students actively construct their own knowledge based on their existing experiences. It then discusses key aspects of constructivist learning like students developing their own understandings and comparing new information to existing knowledge. The document also outlines the four phases of a constructivist approach to mathematics learning and how teachers can implement it by starting with students' existing knowledge. It concludes with an example of a constructivist-inspired dialogue between a student and teacher about problem solving in mathematics.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
http://www.ccsprojects.com/ – This White Paper explains how CCS Presentation Systems partner SMART Technologies uses SMART learning environment is an integrated, scalable and future-proof means of bringing differentiation to the classroom. SMART products support flexible grouping at all levels – whole-class, group, and individual.
This document discusses using digital video in social studies education. It recommends that teachers have students watch, analyze, and create digital videos. When watching videos, teachers should provide context, engage students with questions, and specify learning objectives. When analyzing videos, students could discuss where and when they take place, summarize content, and consider different perspectives. When creating videos, students can use programs like Windows Photo Story or Windows Movie Maker. The document encourages asking students questions when analyzing videos in social studies class.
This study examined how an inquiry learning project model affected the development of teachers' TPACK (technological pedagogical content knowledge) as they integrated technology into their English language arts teaching. Twenty in-service teachers participated in a graduate course where they completed an inquiry learning project using educational technology. Surveys and reflections found that the project significantly increased teachers' beliefs in the value of technology for instruction and their technology skills. Teachers' analogies showed they progressed from feeling afraid to integrate technology to feeling more confident after seeing student engagement and learning with technology. Key themes from reflections were developing new attitudes toward technology integration and negotiating knowledge through collaboration. The study implies that cultivating teachers' TPACK through innovative models can help teachers lead educational change
This document presents a preliminary analysis of how multimodal content-area websites align with emerging theories of new literacies and technology use in classrooms. It identifies four levels of websites from browser-centered to learner-centered based on their use of multiple modes and pedagogical support. It aims to develop a framework to help teachers assess websites' utility for their curriculum and effectively integrate digital resources. Next steps involve exploring how this framework can help new teachers identify key understandings for using different website types and integrate online resources into their teaching.
The document summarizes several important historical political debates in the United States that helped shape American politics:
1) The 1858 Illinois Senate debates between Abraham Lincoln and Stephen Douglas launched Lincoln to national prominence and helped him get elected as President in 1860, despite losing the Senate election.
2) The first televised presidential debate in 1960 between John F. Kennedy and Richard Nixon was viewed by 70 million people and is credited with helping Kennedy win the election by making him appear more youthful and energetic compared to Nixon.
3) The 1976 debate between Gerald Ford and Jimmy Carter featured Ford's gaffe where he claimed that "there is no Soviet domination of Eastern Europe," which is seen as contributing to Carter's victory in that
The document contains information about multiple artworks by Benjamin West, including paintings, drawings, and watercolors. It provides details about the title, date created, materials used, dimensions, current location, identification number, credit line and rights information for each work. The artworks are part of the collections of several museums, including the Detroit Institute of Arts, the Minneapolis Institute of Arts, the Cleveland Museum of Art, and the Art Institute of Chicago.
This document discusses how participatory media and technology can help engage youth in civic education and social studies. It presents a map linking social studies topics to 21st century skills like collaboration, communication, and media literacy. The map is meant to bridge the "digital disconnect" between how students live digitally outside of school and limited technology use in social studies classes. The document proposes discussing challenges and opportunities for integrating technology into social studies instruction, as well as a research agenda on how participatory media can support youth civic engagement. It poses questions about the effects of new media on students' understanding of issues and identities.
- Historians make inferences about the past based on evidence from primary and secondary sources, recognizing that historical accounts are interpretations influenced by context rather than purely factual records.
- Our understanding of events like the Boston Massacre and figures involved like Crispus Attucks has changed over time through expanding historical analysis and additional sources of information.
- Wikipedia in particular has evolved our shared knowledge about the Boston Massacre through collaborative contributions from many editors that have greatly expanded the initial article while still singling out Crispus Attucks as the first casualty.
LISTE DE REPRISE
Alternateurs & démarreurs
Compresseurs
CORE RETURN LIST
Alternators & Starters
Compressors
RÜCKNAHMELISTE
Lichtmaschinen und Anlasser
Kompressoren
TERUGNAME LIJST VAN RUILDELEN
Dynamo's & Startmotoren
Compressoren
GUiA DE INTERCAMBIO
Alternadores & Motores de arranque
Compresores
GUiA DE RECONDICIONÁVEIS
Alternadores & Motores de arranque
Compressores
LISTA DELLE CARCASSE
Alternatori & Motorini d'avviamento
Compressori
LISTA DE PIESE ACCEPTATE
Alternatoare şi electromotoare
Compresoare
RUNKOPALAUS LISTALLA
Startit & Laturit
Kompressorit
DEPOSITUM RETUR LISTE
Starter og Generator
Kompressor
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CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Towards contemp ed power point presentationAbi Woldhuis
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
Towards contemp ed power point presentationAbi Woldhuis
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
This document discusses how making student thinking visible through various tools and strategies can benefit teaching and learning. It provides examples of visual thinking tools like Venn diagrams, fishbone diagrams, and concentric circles that can show student thinking. Making thinking visible allows teachers to gain feedback from students, address complexity in instruction, and assess student learning. It also engages students and helps cement their understanding. The document discusses how visible thinking strategies can be incorporated into various subject areas like English, social studies, science, and arts.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.
Exploring A Holistic Multicultural Approach to Problem Solving in Education P...Innocence Smith
This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.
This document discusses research on whether project-based learning (PBL) helps foster learning communities in small US high schools. The research found that PBL is used more frequently in reform model schools and small school start-ups. These school types reported stronger teacher collaboration and student engagement, with correlations between PBL use and positive teacher/student climate. However, changing instructional practices may be key to fully realizing the goals of learning communities. PBL provides a meaningful instructional model that can support collaboration and cultural change in schools.
John Dewey was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. He founded the Laboratory School at the University of Chicago to test his educational theories in practice. Dewey believed that education should be experiential and focus on hands-on, collaborative learning centered around students' interests to promote critical thinking. His theories emphasized learning through experience and problem-solving rather than rote memorization.
This thesis explores how classroom processes and rituals in active learning classrooms at UNC Charlotte impact student collaboration in group work. The author conducted ethnographic observations and interviews to analyze how rituals are used to socialize students into a new learning environment and ideology that emphasizes collaboration. Key findings indicate that rituals play an important role in resocializing students and establishing norms, expectations, and a shared group identity. However, rituals can also reinforce systems of control that some students resist, potentially hindering collaboration. The analysis draws on theories of ritual from scholars like Durkheim, Rappaport, and Davis-Floyd to understand how rituals both build community and transmit ideological messages from instructors.
This document provides an overview of several theories of human learning and their implications for teaching methods. It discusses behaviorism, meaningful learning theory, and humanistic psychology. Behaviorism, according to Pavlov and Skinner, views learning as the acquisition of behaviors based on environmental conditioning. Meaningful learning theory, from Ausubel, emphasizes relating new concepts to existing knowledge structures. Humanistic psychology, from Rogers, focuses on empowering learners and facilitating self-directed discovery. The document also covers types of learning, reasoning processes, and factors like intelligence and aptitude that influence learning. Finally, it analyzes several teaching methods and their strengths and weaknesses in applying learning theories.
Presentation ECEL 2019 experts study blended learningbbruggemanVUB
Experts were interviewed to identify teacher attributes relevant for blended learning implementation in higher education. Adaptive attributes included student-centered educational beliefs, openness to communicate and experiment with technology, and pedagogical creativity. Maladaptive attributes were an unclear concept of blended learning, believing teaching is less important than other tasks, and anxiety around technology. The relationship between beliefs and attitudes was found to be important, with beliefs at the core of adaptation. Addressing beliefs in professional development and providing support for experimentation were implications for facilitating uptake of blended learning.
The document discusses different learning theories and strategies for differentiation. It covers constructivism, cognitivism, social development theory, discovery learning, experiential learning, and culturally responsive learning. It then discusses focusing on essentials, attending to student differences, assessment being connected to instruction, modifying content, process and products for students, collaboration and group work, and the teacher's role in differentiation.
The document discusses different learning theories including behaviorism and constructivism. Behaviorism focuses on observable behaviors and reinforcement, while constructivism believes learning occurs through hands-on experiences. An example given is having students do an experiment with sand and salt water to learn about runoff. The document also discusses how learning theories are evolving as new understandings of cognition emerge, and how the internet is facilitating more interactive learning styles.
The document discusses different learning theories including behaviorism and constructivism. Behaviorism focuses on observable behaviors and reinforcement, while constructivism believes learning occurs through hands-on experiences. An example given is having students do an experiment with sand and salt water to learn about runoff. The document also discusses how learning theories are evolving as new understandings of cognition emerge, and how the internet is facilitating more interactive learning styles.
Action research is a reflective process conducted by teachers or administrators to improve their own practices and address issues in their classrooms or schools. It is collaborative, context-specific, and aims to lead to positive changes and improvements rather than just increased knowledge. The key steps of action research include identifying a problem, imagining and implementing a solution, and evaluating the outcome to determine if further changes need to be made. The goal is to establish practices that enhance student learning and teacher development.
This study explored how professors implement critical pedagogy in their post-secondary classrooms. The researchers interviewed 17 professors about their classroom practices and definitions of critical pedagogy. Key findings included that professors employed practices like community building, dialogue, and experiential activities, but did not always explicitly connect these practices to social justice aims. The study concluded that critical pedagogues need to more clearly demonstrate how their practices aim to incite social change and consider strategies to address critical pedagogy's justice-oriented nature.
This very short document contains a single word, "Publish", repeated three times. It does not provide much context or information to summarize in 3 sentences or less.
This document contains summaries of 10 maps drawn by children from around the world depicting their views of globalization and the interconnected world. The maps show themes of countries uniting into a global collective, diversity and pluralism across borders, ensuring basic human rights are provided worldwide, increasing economic and technological connectivity shrinking the world, issues of conservation, the influence of technology, struggles between good and evil, global power dynamics, and how being connected both socially and through education can lead to global enlightenment.
This document contains summaries of 10 maps drawn by children from around the world depicting their views of globalization and the interconnected world. The maps show themes of countries uniting into a global collective, diversity and pluralism across borders, ensuring basic human rights are provided worldwide, increasing economic and technological connectivity shrinking the world, issues of conservation, the influence of technology, struggles between good and evil, global power dynamics, and how being connected both socially and through education can lead to global enlightenment.
This document compares different accounts of the Boston Massacre from textbooks, Wikipedia, and primary sources to trace how our understanding of Crispus Attucks has changed over time. It notes that the initial 2002 Wikipedia article and textbooks singled out Attucks as the first casualty. However, Paul Revere's engraving of the event actually listed several casualties without singling out Attucks. The document examines why Attucks has become the primary focus in retellings of the Boston Massacre rather than the other casualties.
The document provides information on the Mongols, Bantu people, and Aboriginal Australians. It discusses the origins, migrations, and impacts of each group. The Mongols originated in Mongolia and were united under Genghis Khan, conquering much of Asia and parts of Europe. The Bantu migrated out of West Africa beginning around 1000 AD, becoming the majority population in southern and eastern Africa through their large migrations. Aboriginal Australians migrated to Australia around 15,000 years ago and were the original inhabitants, though their population declined significantly after European settlement beginning in 1788.
This document contains a review of resources from an ECI 525 Fall 2009 course. It lists various websites related to digital history projects including collaborative videos on Federalist #10, historical soundscapes, an illustrated biography of Lincoln, discussions of Wikipedia and epistemology, digital history design features, the Cameron Family Papers documenting life of enslaved peoples, Google Street View interpretations, and designs for democracy focusing on the court of North Carolina.
This document discusses digital history and how students engage with online historical resources. It finds that visual literacy is more important than factual knowledge when analyzing resources. Students' work was personalized, reflecting unique understandings. Browsing habits considered images' titles and what seemed interesting. Analysis inferred context and ranked figures based on dress and size. The document also addresses why students would use online resources, including understanding history's influence on the present. It outlines the variety of online historical sources and provides examples of projects analyzing plantation letters and photos. It encourages participating in digital history work.
The document discusses how Wikipedia entries can provide insight into how historical understanding has changed over time. It analyzes the evolution of the entries for the Boston Massacre and Crispus Attucks, noting how Attucks has become singled out for attention compared to other victims. The Crispus Attucks entry itself is also summarized, highlighting details about revisions, development, quality, and discussions around improving the article.
The document describes a project where pre-service teachers conducted inquiries on topics relevant to language arts or social studies using an open-ended approach and then considered the pedagogical and technological implications. It discusses how the participants engaged in reformulating texts into new formats like podcasts and reflects on how the process helped them develop specialized knowledge around integrating content, pedagogy and technology. The findings suggest the participants negotiated humanities content and technologies as they developed forms of teacher knowledge around new literacies and inquiry-based learning.
1) The document discusses how teachers' experience levels and science expertise impact their technological pedagogical content knowledge (TPCK).
2) An institute provided teachers training in exercise physiology content and integrating technology into pedagogy, finding that teachers with stronger science backgrounds struggled less.
3) Follow-up surveys found that teachers most improved their understanding of how to meaningfully use technology, making real-world content connections, and strengthening their content knowledge.
This document summarizes research on developing teachers' technological pedagogical content knowledge (TPCK). It discusses topics like how to best develop TPCK in preservice and inservice teachers, insights from teachers who have developed TPCK, challenges of applying theory to practice, and how to assess TPCK. The document also includes a framework that categorizes ways technology can impact instruction, student learning, and curriculum as replacement, amplification, or transformation.
This document outlines a workshop on using digital tools and resources to teach American history. It discusses exploring existing digital historical content from sources like the Library of Congress, accessing these resources, and tools for working with digital documents, images, and videos. The workshop will focus on reviewing existing digital history resources, demonstrate tools for conducting historical research online, and provide specific explorations analyzing primary sources using historical thinking techniques.
The document discusses the historical film Rabbit Proof Fence and how it portrays the forced integration of Aboriginal children into white Australian society in the early 20th century. It shows the director of the program arguing that the children would be better off removed from their families and integrated as part of white society rather than an "unwanted third race". The film could be used to teach about this period in Australian history as well as topics of culture, race, integration and assimilation.
The document discusses using digital documentaries in social studies classrooms to help students learn. It describes how digital documentaries can be used to explore content knowledge, develop citizenship skills, examine multiple narratives, and analyze primary sources. A study found that while teachers aim to use digital documentaries for learning, students bring their own preconceptions that shape the final products and learning outcomes in dynamic ways.
The document discusses using new forms of multimedia and digital video in teacher education. It notes that students are increasingly using technologies for entertainment and communication. It proposes using short video as a medium for both viewing and authoring in teacher education, and explores theoretical and practical solutions for incorporating video. An overview of interactive online and face-to-face sessions at NewLit.org is provided to discuss creative and disciplinary uses of video in teacher education.
1. Toward a New Learning Ecology in 1:1 Learning Environments: Theory into Practice John Lee, Karen Hollebrands, Hiller A. Spires, Carl A. Young, & Eric Wiebe
2. Theoretical Grounding for “New Learning Ecology” John Seeley Brown (1999) introduced a knowledgeecology by using the definition of “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3). Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” which may include formal, informal, and non-formal settings (p. 195). Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments. Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community.
3. Research Focus Educational 1:1 computing environments and the New Learning Ecology
5. Theoretical underpinnings for each of the NLE conditions Immediate and Constant Access to Information and a Global Community Evolving national and state policy documents call for the support of globally-connected instruction (P21, 2004), (NC State Board of Education, 2008; Dede, 2009b). Students' pervasive digital connectedness and production has been documented nationally (Lenhart, Madden, Macgill, and Smith, 2007) as well as regionally North Carolina (Spires, Lee, Turner, and Johnson, 2008). Intensity, Relevance, and Personalization of Learning Resulting from a shift to a student-centric approach using dynamic, networked computational tools, tapping into networks of imagination (Senges, Brown and Rheingold, 2008). Active pursuit of learning as productive inquiry (Little and Ray, 2005). Developing both semantic and personal significance (Wesch, 2008)
6. Theoretical underpinnings for each of the NLE conditions Highly-Developed Teacher Capacities In addition to content expertise, teachers must have highly-developed capacities for facilitation, improvisation, coaching, and consultation. Teaching 2.0 is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace (Carroll, 2007). Highly-Developed Learner Dispositions Defining the learner through dispositions and worldviews rather than just expertise in a content area (e.g., self-direction & self-regulation balanced with curiosity and creativity). Recognition of learning as a social practice that evolves around learner interests (Jenkins, Clinton, Purushotma,Robinson, and Weigel, 2006)
7. Research Question What is the nature of learning in 1:1 environments? or How are the proposed conditions of the new learning ecology instantiated in 1:1 environments?
8. Method Multi-case study of four classrooms in 1:1 environments Yin, R. K. (1994). Case study research: Design and methods. Newbury Park, CA: Sage. Literal replication case approach
14. Data Analysis Observation notes from one teacher’s class were coded independently by four researchers Initial closed coding system was used (NLE conditions) Immediate & Constant access Intensity, relevance, and personalization of learning Highly developed teacher capacities (content expert, coach, consultant, facilitator, and improvisational artist) Highly developed learner dispositions (self-directed, self-regulated, curious, and creative) Codes were compared and contrasted and refinements to their definitions were made
15. General findings New Learning Ecologies are contextualized, variable, complex, and dynamic. New Learning Ecology took form in a contextualized manner suggesting plural NLEs A continuum of teacher capacities results in variability Teachers move in and out of roles which contributes to the dynamic nature of the learning ecology.
16. Findings directly relevant to theorized New Learning Ecology Personalization of learning in the classroom accommodations, tailoring 1:1 relationship between teachers and students “I can focus on students one-on-one. Particularly some of those back here. Those students that failed the [end of course test]. I could spend more time with them, and the other ones. And they asked more questions, which is good… Being able to walk around the classroom, I can do that much more than I used to be able to. With Sketchpad every kid can work at their own pace…With Sketchpad I can walk around and help every student, which I haven’t been able to do a lot of in the past.”
17. Findings directly relevant to theorized New Learning Ecology Teachers as coaches motivation, encouragement, modeling “I try to guide them through things. Like today, the little girl right here. Her answer to everything is “I don’t know. I don’t know how to start. I don’t know how to do this”…. And I’m giving her examples, pulling her along. This is what you do. This is how you do. I’m a coach and I’m helping and I’ll get on the same play or page.”
18. Findings directly relevant to theorized New Learning Ecology Self-regulated learning students attending to their learning “They all tend to go to [Wikipedia] first. I think it’s the ease of search. I’ve tried to drill it in their heads for the last 12 weeks [to] always read it… if it seems overly critical or overly in favor of something, maybe look somewhere else to confirm. If they’re writing a research paper for me, I told them they could use Wikipedia one time and they had to confirm whatever they found somewhere else than Wikipedia in their paper. And I’ve tried to kind of drill it in their heads they have to kind of confirm it somewhere else, and not take it as God’s truth right there…I think they’ve learned that.”
19. New forms of engagement in 1:1 environments 1:1 computing is practical, but not transformational Findings support Resnick’s (2010) notion of a Thinking Curriculum Focused on intellectual goals Teachers use emergent “macroscript” Systems engineering approach and process assessment Findings support Darling-Hammond, et al. (2009) contentions PD Must be sensitive to ongoing practice Focus on student learning and curriculum content; Collaborative and aligned with school goals. Conclusions and Directions
20. References Anderson, L. W. and David R. Krathwohl, D. R., et al(Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49, 193-224. Brown, J.S. (1999 ). Learning, working, and playing in the digital age. Serendip. Retrieved April 20, 2010 from http://serendip.brynmawr.edu/sci_edu/seelybrown Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., Orphanos, S. (2008). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council and The School Redesign Network. Retrieved April 20, 2010 from http://www.nsdc.org/news/NSDCstudy2009.pdf Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge. Rsnick, L. (2010). Nested learning systems for the thinking curriculum. Educational Researcher 39(3), 183-197.
Editor's Notes
We offer a perspective for a new learning ecology that takes into account the unique contributions of a 1:1 setting—a learning-forward environment that takes on organic attributes with evolving interdependence among participants.
These four conditions exist within a context that is shaped by policy, technological infrastructure, accountability demands, student abilities, community needs, etcEach NLE is nested within a classroom, school, systems, and even larger contexts. Michael Wesch (2008) defines learning as the ability to create significance and distinguishes between semantic and personal significance. Semantic significance means understanding that “a word, concept or idea is not just meaningful for what it is, but also for how it relates, connects, and contrasts with other words, concepts, and ideas” (2008, video lecture). Personal significance, Wesch claims, connotes that meaningful connections are created in the social interaction with others and through the individual’s process of learning to become a successful, contributing member of a community.
Tom Carroll (2007) asserts that “Teaching 2.0” is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace. Teaching in the modern era is customized to individual learning needs, where teachers and students co- create meaning and significance out of a wide range of possible learning experiences.thinking.
We are positing that the new learning Ecology exists so that we might imagine conditions that support the NLE. Our research considers the extent to which these conditions are present in a 1:1 environment. We are open to other/new conditions may support, extend, constrain, modify the theorized NLE We are making a deliberate effort to consider NLEs in multiple nested contexts including the classroom and school. Research questions from AERA proposalHow does one-to-one computing technology influence the shape of classroom interaction? How does the availability of one-to-one computing in the classroom affect the pedagogical decision-making of the teacher?What is the nature of learning in one-to-one environments? Learning is viewed not simply as obtaining information from an authority figure, but rather “more as a self-directed process with increasingly greater levels of responsibility and commitment” being generated from the learner (Dede, 2009b; P21, 2009). “more as a self-directed process with increasingly greater levels of
Preliminary findings suggests that teachers and students engage in a variety of negotiated actions as the search for a way to situate computers in personal teaching or learning contexts. The teachers in this study differed widely in terms of how they viewed the computer from judging the computer as an ancillary tool that supports existing pedagogical strategies to viewing the computer as a transformational device that changes the way that students and teachers interact with information and with each other. With regard to these interactions and the classroom learning context, the presence of laptop computers affected the shape of learning in the classroom.
Preliminary findings suggests that teachers and students engage in a variety of negotiated actions as the search for a way to situate computers in personal teaching or learning contexts. The teachers in this study differed widely in terms of how they viewed the computer from judging the computer as an ancillary tool that supports existing pedagogical strategies to viewing the computer as a transformational device that changes the way that students and teachers interact with information and with each other. With regard to these interactions and the classroom learning context, the presence of laptop computers affected the shape of learning in the classroom.
Preliminary findings suggests that teachers and students engage in a variety of negotiated actions as the search for a way to situate computers in personal teaching or learning contexts. The teachers in this study differed widely in terms of how they viewed the computer from judging the computer as an ancillary tool that supports existing pedagogical strategies to viewing the computer as a transformational device that changes the way that students and teachers interact with information and with each other. With regard to these interactions and the classroom learning context, the presence of laptop computers affected the shape of learning in the classroom.
Preliminary findings suggests that teachers and students engage in a variety of negotiated actions as the search for a way to situate computers in personal teaching or learning contexts. The teachers in this study differed widely in terms of how they viewed the computer from judging the computer as an ancillary tool that supports existing pedagogical strategies to viewing the computer as a transformational device that changes the way that students and teachers interact with information and with each other. With regard to these interactions and the classroom learning context, the presence of laptop computers affected the shape of learning in the classroom.
Analyzing and synthesizing research results from over the past decade, the authors set forth four principles of effective professional development (PD). it should: Be intensive, ongoing, and connected to practice;Focus on student learning and address the teaching of specific curriculum content;Align with school improvement priorities and goals; Build strong working relationships among teachers.