Chapter 5: Learning theories related to educationa Technology
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This document discusses learning theories related to educational technology. It describes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism focuses on how information is processed, stored, and retrieved. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge and experiences. The document also provides principles for effective instruction, technology utilization, media utilization, and text utilization that align with these theories.
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Learning theories related to educational technology
The document discusses different learning theories related to educational technology:
1. Behaviorism focuses on acquiring new behaviors through reinforcement like classical and operant conditioning.
2. Cognitivism views learning as information processing in the mind like receiving, organizing, storing and retrieving information.
3. Constructivism sees learners building new ideas based on prior knowledge.
Educational technology can help elicit learning outcomes according to the different theories and be used for mastery learning by repeatedly exposing students to technology. A Venn diagram is suggested to illustrate the differences between learning theories.
Technology in Teaching and Learning
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
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The Roles of Educational Technology in Learning
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
INSTRUCTIONAL PLANNING
The document discusses instructional planning for teaching. It covers types of instructional planning like course plans, unit plans, and lesson plans. It also discusses developing objectives, designing lessons, and assessing student learning. Some key teaching strategies discussed include lecture, discussion, demonstration, debate, role playing, and simulation. Effective instructional planning is important as it helps teachers logically sequence lessons, develop comprehensive learning experiences, and guide students.
Teaching of science
This document discusses the goals and principles of teaching science from kindergarten to 12th grade. The main goal is to develop scientific literacy in students. Science teaching aims to help students become scientifically literate problem solvers who can communicate effectively and make informed decisions. It emphasizes teaching science as a process of observation, experimentation, and inquiry. Teachers are advised to engage students in hands-on science activities to develop scientific thinking and attitudes. The curriculum also follows a spiral progression of topics to build students' knowledge across different grade levels.
Roles of technology for teaching and learning
This document discusses the roles of technology for teaching and learning. It outlines three domains of educational technology: technology as tutor, teaching tool, and learning tool. It describes how technology provides support for teachers, modernizes the learning environment, improves the teaching and learning process, opens new fields of research, and supports teacher development. For learners, technology supports learning independently, enhances communication skills, and upgrades higher-order thinking like critical thinking, problem-solving, and creativity. It provides strategies for teachers to develop these skills using techniques like asking different types of questions, introducing new technologies, and allowing different forms of reflection.
THE FLEXIBLE LEARNING ENVIRONMENT: Part I
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
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Learning theories related to educational technology
The document discusses different learning theories related to educational technology:
1. Behaviorism focuses on acquiring new behaviors through reinforcement like classical and operant conditioning.
2. Cognitivism views learning as information processing in the mind like receiving, organizing, storing and retrieving information.
3. Constructivism sees learners building new ideas based on prior knowledge.
Educational technology can help elicit learning outcomes according to the different theories and be used for mastery learning by repeatedly exposing students to technology. A Venn diagram is suggested to illustrate the differences between learning theories.
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The Roles of Educational Technology in Learning
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
INSTRUCTIONAL PLANNING
The document discusses instructional planning for teaching. It covers types of instructional planning like course plans, unit plans, and lesson plans. It also discusses developing objectives, designing lessons, and assessing student learning. Some key teaching strategies discussed include lecture, discussion, demonstration, debate, role playing, and simulation. Effective instructional planning is important as it helps teachers logically sequence lessons, develop comprehensive learning experiences, and guide students.
Teaching of science
This document discusses the goals and principles of teaching science from kindergarten to 12th grade. The main goal is to develop scientific literacy in students. Science teaching aims to help students become scientifically literate problem solvers who can communicate effectively and make informed decisions. It emphasizes teaching science as a process of observation, experimentation, and inquiry. Teachers are advised to engage students in hands-on science activities to develop scientific thinking and attitudes. The curriculum also follows a spiral progression of topics to build students' knowledge across different grade levels.
Roles of technology for teaching and learning
This document discusses the roles of technology for teaching and learning. It outlines three domains of educational technology: technology as tutor, teaching tool, and learning tool. It describes how technology provides support for teachers, modernizes the learning environment, improves the teaching and learning process, opens new fields of research, and supports teacher development. For learners, technology supports learning independently, enhances communication skills, and upgrades higher-order thinking like critical thinking, problem-solving, and creativity. It provides strategies for teachers to develop these skills using techniques like asking different types of questions, introducing new technologies, and allowing different forms of reflection.
THE FLEXIBLE LEARNING ENVIRONMENT: Part I
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
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The document discusses the roles of technology in education. It identifies three domains of educational technology: technology as tutor, as a teaching tool, and as a learning tool. It then outlines several benefits of technology for teaching and learning, including supporting teachers, modernizing the learning environment, and improving the teaching process. The document also discusses benefits for learners and learning, such as enhancing communication skills, developing higher-order thinking like critical thinking and problem solving, and supporting creativity. It provides examples of how teachers can use technology to develop these skills in students.
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1. The brain learns best when information is presented in multiple ways, through diverse senses and experiences. This helps the brain form connections between new and existing knowledge.
2. Emotions strongly influence learning and memory formation. Creating a supportive emotional environment is important for optimal learning.
3. Learning should be contextual and relevant to students' real-life experiences to tap into their natural spatial memory systems. Experiential learning strategies like projects, demonstrations and discussions aid deeper understanding.
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1. The brain learns best when information is presented in multiple ways, through diverse senses and experiences. This helps the brain form connections between new and existing knowledge.
2. Emotions strongly influence learning and memory formation. Creating a supportive emotional environment is important for optimal learning.
3. Learning should be contextual and relevant to students' real-life experiences to tap into their natural spatial memory systems. Experiential learning strategies like projects, demonstrations and discussions aid deeper understanding.
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Different approaches and methods
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
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Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
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Educational Technology 2 focuses on integrating technology into teaching and learning. It aims to introduce student teachers to technological changes and help them adapt to the thriving global ICT environment. The course objectives are to provide knowledge and skills on technology integration in instruction, impart learning experiences in instructional technology supported instructional planning, and acquaint students with IT-related learning theories using computers as tutors. It also aims to teach students how to use and evaluate computer-based educational resources, engage learners on practical technology integration issues, and inculcate higher-level thinking while providing knowledge of IT-related learning theories. The course is intended for student teachers but can also benefit professional teachers, administrators, and anyone interested in using IT to improve instruction and school
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Dale's Cone of Experience
The Cone of Experience is a model that arranges learning experiences from concrete to abstract, with direct experiences like field trips at the bottom and verbal symbols like written words at the top. It was introduced by Edgar Dale in 1946 to show the progression of learning. The cone is not intended to represent degrees of difficulty, but rather degrees of abstraction. When teaching, the goal is to strike a balance between concrete and abstract experiences and not rely too heavily on either, in order to develop students' conceptual understanding and higher-order thinking skills.
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- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
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The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
Program outcomes and learning outcomes
The document discusses the differences between content-centered and outcomes-centered teaching, outlines various program outcomes and learning outcomes defined by CHED, and presents several taxonomies for defining cognitive, psychomotor, and affective learning outcomes including Bloom's Taxonomy.
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Community Resources Ppt Adobe
Janine Hughes is a college student graduating in May who is uncertain about her living and work situation. She relies on student loans to cover living expenses. Based on Maslow's hierarchy of needs, Janine's primary needs would be physiological and safety/security needs like housing, food, income, and healthcare. The document provides many local resources to help meet these basic needs, such as shelters, rent assistance, food banks, childcare items, utility assistance, and long-term housing planning assistance.
Micro teaching and exploring community resources
Micro-teaching involves teaching brief lessons to small groups to gain experience and receive feedback, which is analyzed for self-evaluation. It is effective for focused learning compared to other techniques. Community resources are abundant educational materials outside the classroom that facilitate hands-on learning. Teachers can link with community experts, places, and natural areas to bring real-world examples into lessons. While planning is needed, using these resources makes learning more engaging and helps students appreciate their community.
FOCUS ON THE LEARNER (Facilitating and learning)
The document discusses several theories related to learner development, including Piaget's stages of cognitive development, Erikson's psychosocial stages of development, Freud's components of personality and psychosexual stages, Vygotsky's sociocultural theory including the zone of proximal development, Kohlberg's stages of moral development, and Bronfenbrenner's bioecological systems theory. The theories provide frameworks for understanding learners and their development, and should be explained, appreciated for that purpose, and applied to teaching-learning situations.
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PED_310_L7.pdf
This document outlines learning theories and principles related to educational technology. It discusses behaviorism, cognitivism, and constructivism as learning theories. It also covers principles of effective instruction, technology utilization, media utilization, and text utilization. Specific examples are provided for how educational technology can be applied based on each learning theory and utilization principle.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
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2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Principles of teaching
This document discusses several key aspects of teaching and learning, including:
1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
Introduction to teaching
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
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The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Models of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
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Educational strategies Part One
The document discusses various instructional strategies and educational approaches for teaching students. It defines instructional strategies as methods used in lessons to help students learn. Effective strategies are tied to student needs and interests and incorporate different learning styles. The document outlines 10 major educational approaches: reflective teaching, cooperative learning, experiential learning, direct instruction, constructivist approach, inquiry teaching, concept teaching, science-technology-society approach, and interest learning centers. Each approach is defined and examples of how it can be implemented are provided.
Sarahmadayan143
The document discusses the role of educational technology in improving various aspects of the teaching and learning process. It outlines how educational technology can help enhance teaching quality by developing theories of teaching. It also facilitates improving learning outcomes and enhancing educational goals. Furthermore, educational technology assists in training teachers, developing curriculums, and creating effective teaching materials and strategies. It identifies the needs of communities and helps provide equal education opportunities.
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This document discusses different teaching approaches, strategies, methods and techniques. It defines each term and explains the relationship between them. It provides examples of various teaching approaches like teacher-centered vs learner-centered, subject matter-centered vs learner-centered, and "banking" approach vs constructivist approach. It also discusses direct/expository approaches like direct instruction and demonstration method, and indirect/guided approaches like inquiry-based learning and problem-solving method. Cooperative learning and peer tutoring are also explained.
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Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
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◘ ▬ PILO, Silverio
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(2015)Chapter 3 Assure
The ASSURE model is a 6 step process for developing effective technology-integrated lessons that improve student learning. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies/technology/media, 4) Utilize technology/media/materials, 5) Require learner participation, and 6) Evaluate and revise. The model was developed in the 1990s by Robert Heinich, Michael Molenda, and James D. Russell to provide a systematic approach for incorporating technology into lessons.
Chapter 3 ASSURE Model
The ASSURE model is a 6 step process for creating effective technology-integrated lessons that improve student learning. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies/technology/media, 4) Utilize technology/media, 5) Require learner participation, and 6) Evaluate and revise. The model was developed in the 1990s by Robert Heinich, Michael Molenda, and James D. Russell to provide a constructivist approach for lesson planning using technology and media.
Group 4 smart objectives
The document discusses guidelines for developing effective learning objectives and selecting appropriate content, including ensuring objectives are SMART, considering different cognitive levels, and choosing valid, significant content that incorporates facts, skills, and attitudes. It also outlines principles for selecting teaching strategies, such as using active learning, engaging multiple senses, and incorporating emotion, as well as research on how the brain learns best with real-life problems, projects, and mnemonic devices.
Roles of teacher
Teacher roles include:
1. Facilitating the learning process through preparing lessons, creating a conducive learning environment, and encouraging student participation.
2. Fulfilling administrative duties like serving on committees and assisting students.
3. Wearing multiple hats as instructors, curriculum developers, counselors, researchers, evaluators, and more to support students' academic and personal growth.
Principlesofteaching 140403024620-phpapp02
The document discusses different teaching approaches and methods. It defines key terms like teaching approach, strategy, method and technique. It also provides examples of different teaching approaches like teacher-centered vs learner-centered, subject matter vs learner-centered, direct instruction vs indirect/guided. For each approach discussed, it provides the characteristics and guidelines for effective implementation. It also covers specific teaching methods like direct instruction/lecture method, demonstration method, inquiry/problem-based methods. The document aims to help teachers understand different approaches and methods and how to apply them effectively in the classroom.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Important functions of educational technology
Educational Technology aims to analyze and improve the teaching and learning process. It does this by developing theories of teaching, analyzing variables that impact the process, and facilitating improved learning outcomes. Educational Technology also helps enhance education goals, train teachers, develop curricula and teaching materials, identify learning strategies, develop audio-visual aids, and overall improve the education system by identifying community needs and remedying shortcomings.
Enhancingstudentsmotivationtolearn
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
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- 1. LEARNING THEORIES RELATED TO EDUCATIONAL TECHNOLOGY Presented by: Osorio, Christine S. Bsed-Physics3 Instructor: Sir James Paglinawan PhD. School: Central Mindanao University
- 2. What is learning? How do we learn? Technology Utilization
- 3. What is Learning? It is a process of acquiring, remembering, and applying skills, knowledge, attitudes and other modes of response. It involves relatively permanent change in behavior or knowledge as a result of an experience or practice.
- 4. How do we Learn? LEARNING THEORIES Behaviorism Cognitivism Constructivism
- 5. Behaviorism Theory of animal and human learning that focuses on objectively observable behaviors and discount mental abilities. 1. Classical Conditioning 2. Behavioral Operant Conditioning
- 6. Pavlov observation that dogs salivate when they eat or even see food.
- 8. The following are relevant educational technology which can be used: •Observation of learners •Selecting stimulus •Can help elicit the outcomes
- 9. •Can be used in behavioral approaches •Technology to promote motivation, classroom management, and special education
- 10. Possible learning activities in behaviorism: Instructional cues to elicit correct response
- 13. Cognitivism •Focuses on the "brain". •It involves processing and storing information which are very in important in the process of learning.
- 14. Relevance of Cognitivism to Educational Technology •Conduct task analysis and learner analysis. •Creates tests •Create learning materials according to any of the Instructional Design Models.
- 15. Constructivism Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge, social interactions, and motivation which affect the construction of knowledge, social interactions, and motivation.
- 17. Principles of Effective Instruction As educators, it is important to consider how to engage learners in their. •Assess prior knowledge •Consider individual differences •State the objective •Develop metacognitive skills •Provide social interaction
- 18. Principles of Effective Instruction •Incorporate realistic contexts •Engage students in relevant practice •Offer frequent, timely, and constructive feedback
- 19. Principles of Effective Technology Utilization •Teachers are expected to be competent in the use of technology in their teaching. •As a teacher, you will be expected to enhance students abilities to engage in the use of technology to support their learning.
- 20. Principles of Effective Media Utilization •Your teaching approach should provide students with opportunities to explore how to use these media resources to communicate their knowledge.
- 21. Principles of Effective Text utilization •Text is everywhere in students learning. Designing good text-based materials involves a few basic elements: •Font choice. Remember to select a clear font that helps learners to read the information.
- 22. Background and patterns. When putting a text, use backgrounds that are not busy with distracting images.
- 23. •Arrangement. Use space, text styles, and heading to help your learners find information quickly and easily. •Check and revise. Always be sure to proofread your materials.
- 24. As a teacher, you will want to consider all the types of text based materials your students will be encountering in your classroom as well as their individual reading abilities.
- 25. Using Text materials Get learners actively involved with the materials. One technique is to have students use the "SQ3R" method: Survey, Question, Read, Recite, and Review.