computer as teachers tool
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This document discusses constructivism and social constructivism as learning theories and how computers can support these paradigms. It defines constructivism as students building their own learning through personal discovery of knowledge. Social constructivism adds that knowledge is constructed within a social context through students discussing and discovering meanings. The computer can be used as an information tool, constructive tool, co-constructive tool, and situating tool to support these theories. As a co-constructive tool, students can collaboratively build shared understanding through tools like electronic whiteboards.
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COMPUTER AS A TEACHER'S TOOL (GROUP REPORT)
This document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves learners building their own understanding, while social constructivism recognizes the social aspects of learning. The computer can act as an information tool, a communication tool, a constructive tool for building knowledge, and a co-constructive tool for shared understanding. It provides examples like using Word for organizing ideas and virtual reality systems for simulating environments.
The computer as teacher’s tool Edtech 2 Chapter 11
Constructivism and social constructivism are theories of learning that view learning as an active process of constructing knowledge rather than passively receiving information. Constructivism asserts that learners individually construct meaning, while social constructivism emphasizes that learning occurs within social contexts through collaboration. Computers can support both theories by providing vast information resources, allowing for creative knowledge building and presentation of ideas, and facilitating social exchange and co-construction of shared understandings through tools like virtual whiteboards.
Edtech2
This document discusses constructivism and social constructivism as learning perspectives, and how computers can support these perspectives as learning tools. Constructivism views knowledge as constructed by individuals, while social constructivism sees knowledge as constructed within a social context. Computers can act as informative, communication, constructive, co-constructive, and situating tools to help students build knowledge individually and collaboratively according to these perspectives. Specific computer programs and online environments are provided as examples.
Lesson 11 - The computer as the Teacher's Tool
The document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves individuals constructing their own knowledge, while social constructivism recognizes the social aspects of learning. The computer can act as an information tool by providing vast resources, a communication tool by enabling collaboration, and a constructive tool by allowing students to organize and present ideas. It can also be a co-constructive tool through shared documents and a situating tool by virtually placing users in environments through simulations. Overall, the computer has capabilities that allow it to enhance learning according to constructivist and social constructivist theories.
Lesson 11 The Computer as The Teachers Tool
The document discusses the role of computers as teaching tools based on constructivist and social constructivist learning theories introduced by Piaget and Bruner. It outlines five ways teachers can use computers: as an informative tool to provide vast amounts of information; as a communication tool for video conferencing and global communication; as a constructive tool for students to manipulate information and build new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create virtual reality environments. The computer has the potential to foster creative, social knowledge building when used as the teacher's tool in the classroom.
The computer as a tool in teaching and learning
This document discusses new digitally supported learning environments and their implications. It begins by explaining why these new environments have emerged and moved from collaborative to participative models. It then describes how concepts like connectivism, communities of learning, and c-learning have influenced this transition. Examples of tools like Google Docs, Dropbox, blogs, wikis, and Khan Academy are provided. Finally, it discusses implications of these new environments for concepts like assessment, authenticity, transparency, and engagement.
Lesson 11 the computer as teacher's tool angelica quintos bucaf
The document discusses how computers can support constructivist and social constructivist learning paradigms. Constructivism and social constructivism view learning as an active process of building knowledge. Computers can serve as informative, communication, constructive, and co-constructive tools. As informative tools, they provide vast amounts of information. As communication tools, they facilitate discussion. As constructive tools, they allow students to organize and present ideas. As co-constructive tools, they enable students to collaborate and build shared understanding.
Computer Capabilities
The document outlines different ways that teachers can use computers including as an information tool to provide vast amounts of text, graphics, sound and video; as a communication tool to practice active listening; as a constructive tool for manipulating information and building new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create 3D virtual environments. The objectives are for students to understand the importance of these computer uses and do a role play of how teachers employ computers in the classroom.
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COMPUTER AS A TEACHER'S TOOL (GROUP REPORT)
This document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves learners building their own understanding, while social constructivism recognizes the social aspects of learning. The computer can act as an information tool, a communication tool, a constructive tool for building knowledge, and a co-constructive tool for shared understanding. It provides examples like using Word for organizing ideas and virtual reality systems for simulating environments.
The computer as teacher’s tool Edtech 2 Chapter 11
Constructivism and social constructivism are theories of learning that view learning as an active process of constructing knowledge rather than passively receiving information. Constructivism asserts that learners individually construct meaning, while social constructivism emphasizes that learning occurs within social contexts through collaboration. Computers can support both theories by providing vast information resources, allowing for creative knowledge building and presentation of ideas, and facilitating social exchange and co-construction of shared understandings through tools like virtual whiteboards.
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This document discusses constructivism and social constructivism as learning perspectives, and how computers can support these perspectives as learning tools. Constructivism views knowledge as constructed by individuals, while social constructivism sees knowledge as constructed within a social context. Computers can act as informative, communication, constructive, co-constructive, and situating tools to help students build knowledge individually and collaboratively according to these perspectives. Specific computer programs and online environments are provided as examples.
Lesson 11 - The computer as the Teacher's Tool
The document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves individuals constructing their own knowledge, while social constructivism recognizes the social aspects of learning. The computer can act as an information tool by providing vast resources, a communication tool by enabling collaboration, and a constructive tool by allowing students to organize and present ideas. It can also be a co-constructive tool through shared documents and a situating tool by virtually placing users in environments through simulations. Overall, the computer has capabilities that allow it to enhance learning according to constructivist and social constructivist theories.
Lesson 11 The Computer as The Teachers Tool
The document discusses the role of computers as teaching tools based on constructivist and social constructivist learning theories introduced by Piaget and Bruner. It outlines five ways teachers can use computers: as an informative tool to provide vast amounts of information; as a communication tool for video conferencing and global communication; as a constructive tool for students to manipulate information and build new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create virtual reality environments. The computer has the potential to foster creative, social knowledge building when used as the teacher's tool in the classroom.
The computer as a tool in teaching and learning
This document discusses new digitally supported learning environments and their implications. It begins by explaining why these new environments have emerged and moved from collaborative to participative models. It then describes how concepts like connectivism, communities of learning, and c-learning have influenced this transition. Examples of tools like Google Docs, Dropbox, blogs, wikis, and Khan Academy are provided. Finally, it discusses implications of these new environments for concepts like assessment, authenticity, transparency, and engagement.
Lesson 11 the computer as teacher's tool angelica quintos bucaf
The document discusses how computers can support constructivist and social constructivist learning paradigms. Constructivism and social constructivism view learning as an active process of building knowledge. Computers can serve as informative, communication, constructive, and co-constructive tools. As informative tools, they provide vast amounts of information. As communication tools, they facilitate discussion. As constructive tools, they allow students to organize and present ideas. As co-constructive tools, they enable students to collaborate and build shared understanding.
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The document outlines different ways that teachers can use computers including as an information tool to provide vast amounts of text, graphics, sound and video; as a communication tool to practice active listening; as a constructive tool for manipulating information and building new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create 3D virtual environments. The objectives are for students to understand the importance of these computer uses and do a role play of how teachers employ computers in the classroom.
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This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
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The document discusses how computers can be used as tools to support constructivist teaching approaches. It outlines constructivism and social constructivism as learning frameworks, and describes how computers can serve as information tools, constructivist tools, co-constructive tools, and situating tools. Specifically, it notes computers can provide vast amounts of information, allow students to manipulate and build new understandings of information, enable students to work cooperatively to construct shared knowledge, and create virtual environments to situate learning.
Educational Technology 2 ... LESSON 11 THE COMPUTER AS THE TEACHER'S TOOL
THANK YOU FOR WATCHING :)
Submitted By : Jodilyn M. Alcala, Kharen Antivo and Reyjhon Alcontin . III - BEED A.
Submitted to : Dr. Edmund Mendoza
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The document discusses how computers can be used as powerful tools to enhance learning. Computers provide access to vast amounts of information, allow for creative knowledge building through social collaboration, and improve communication of completed work. Without computers, students and teachers would have to spend more time on tedious low-level tasks like information gathering and packaging of new knowledge. However, with computers, teachers and students can focus more on higher-level cognitive tasks. The document suggests that based on learning theories, teachers can employ computers as information tools, communication tools, co-constructive tools, and situating tools to aid the learning process.
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The document discusses how computers can be used as tools by teachers based on constructivist and social constructivist learning theories. It describes how computers can act as informative tools by providing vast amounts of information from the internet. Computers can also be communication tools through videoconferencing and discussion forums. They allow students to construct knowledge by manipulating information and organizing ideas. Computers further enable co-constructive learning through shared documents and note-taking. Finally, computers can situate students in virtual environments for simulated learning experiences.
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The document discusses how computers can be used as a teacher's tool based on constructivist and social constructivist learning theories. It explains that constructivism views knowledge as constructed by individuals, while social constructivism sees it as constructed within a social context through exchange of ideas. The computer can act as an informative tool by providing vast information resources. It can also be a constructive tool by allowing students to manipulate information and build new knowledge. Further, computers enable co-constructive learning by facilitating collaboration through tools like shared documents.
Computer as the teacher’s tool
Constructivism and social constructivism are two learning theories introduced by Piaget, Bruner, and others. (1) Constructivism posits that learners build knowledge individually by gathering information and creating new concepts, while social constructivism holds that knowledge is constructed within a social context through exchange and discussion. (2) Based on these theories, computers can serve as information tools, communication tools, constructive tools, and co-constructive tools to facilitate learning. (3) Specifically, as constructive and co-constructive tools, computers allow students to manipulate information, build knowledge together through shared workspaces, and engage in higher-order thinking within simulated environments.
Groups report
In this lesson, we shall again look at the computer, but this time from another perspective, the computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning.
Lesson 11 the_computer_as_the_teacher’s_tool[1]
This document discusses how computers can be used as teachers' tools to support constructivist and social constructivist learning paradigms. It describes constructivism and social constructivism, noting that constructivism focuses on individual knowledge construction while social constructivism emphasizes knowledge construction within social contexts. The computer can serve as an informative tool by providing vast information, a communication tool to foster creative social knowledge building, and a constructive/co-constructive tool by allowing students to individually and collaboratively organize and present ideas. Specifically, computers allow access to information, enhance project packaging, and focus students on higher-level cognitive tasks rather than low-level information gathering.
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This document discusses how computers can support constructivist and social constructivist learning theories as a teacher's tool. It describes constructivism as knowledge being constructed by individuals through discovery, while social constructivism views knowledge as constructed within social contexts through sharing ideas. The computer can serve as an information tool, communication tool, constructive tool, co-constructive tool, and situating tool to support these theories. Examples of how it can fulfill these roles include providing vast information, allowing knowledge construction through programs like Word, and creating virtual environments for situated learning.
Computer as a teacher tool
This document discusses constructivism and social constructivism as learning perspectives. Constructivism assumes that knowledge is constructed individually through gathering information to create new concepts. Social constructivism assumes knowledge is constructed socially through exchanging and sharing ideas. The computer can serve as a teacher tool by providing vast amounts of information, fostering communication and collaboration, and allowing students to construct and share knowledge through interactive tools.
The computer as teacher tool's
CONSTRUCTIVISM was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the leaning process.
Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.
Ppt.jane'ed.tech2
The document discusses how computers can support constructivist and social constructivist learning paradigms. It describes these paradigms, which emphasize knowledge discovery and social construction of knowledge. Computers can act as information tools, communication tools, constructive tools, and co-constructive tools by providing access to information, fostering collaborative knowledge building, and enhancing project communication. They allow students to personally discover and socially discuss meanings to construct shared understandings.
Computer as the Teacher's Tool
This topic is under the subject Educational Technology (Ed105B).
Lesson 11 - The Computer as the Teacher's Tool
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The document discusses the planning and production process for a music video. It summarizes that the author researched different genres of music videos to understand how to approach their own video for a band. They used various media technologies for editing, recording, and social media outreach. Final Cut Pro was used for editing due to its ease of use and effects. Social media like Twitter and YouTube helped reach the target audience and find inspiration from other similar productions. Both digital and non-digital technologies were used to create unique ancillary materials to promote the band.
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This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
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The document discusses how computers can be used as tools to support constructivist teaching approaches. It outlines constructivism and social constructivism as learning frameworks, and describes how computers can serve as information tools, constructivist tools, co-constructive tools, and situating tools. Specifically, it notes computers can provide vast amounts of information, allow students to manipulate and build new understandings of information, enable students to work cooperatively to construct shared knowledge, and create virtual environments to situate learning.
Educational Technology 2 ... LESSON 11 THE COMPUTER AS THE TEACHER'S TOOL
THANK YOU FOR WATCHING :)
Submitted By : Jodilyn M. Alcala, Kharen Antivo and Reyjhon Alcontin . III - BEED A.
Submitted to : Dr. Edmund Mendoza
EDUCATIONAL TECHNOLOGY II
The document discusses how computers can be used as powerful tools to enhance learning. Computers provide access to vast amounts of information, allow for creative knowledge building through social collaboration, and improve communication of completed work. Without computers, students and teachers would have to spend more time on tedious low-level tasks like information gathering and packaging of new knowledge. However, with computers, teachers and students can focus more on higher-level cognitive tasks. The document suggests that based on learning theories, teachers can employ computers as information tools, communication tools, co-constructive tools, and situating tools to aid the learning process.
Lesson 11: The Computer as Teacher's tool
The document discusses how computers can be used as tools by teachers based on constructivist and social constructivist learning theories. It describes how computers can act as informative tools by providing vast amounts of information from the internet. Computers can also be communication tools through videoconferencing and discussion forums. They allow students to construct knowledge by manipulating information and organizing ideas. Computers further enable co-constructive learning through shared documents and note-taking. Finally, computers can situate students in virtual environments for simulated learning experiences.
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The document discusses how computers can be used as a teacher's tool based on constructivist and social constructivist learning theories. It explains that constructivism views knowledge as constructed by individuals, while social constructivism sees it as constructed within a social context through exchange of ideas. The computer can act as an informative tool by providing vast information resources. It can also be a constructive tool by allowing students to manipulate information and build new knowledge. Further, computers enable co-constructive learning by facilitating collaboration through tools like shared documents.
Computer as the teacher’s tool
Constructivism and social constructivism are two learning theories introduced by Piaget, Bruner, and others. (1) Constructivism posits that learners build knowledge individually by gathering information and creating new concepts, while social constructivism holds that knowledge is constructed within a social context through exchange and discussion. (2) Based on these theories, computers can serve as information tools, communication tools, constructive tools, and co-constructive tools to facilitate learning. (3) Specifically, as constructive and co-constructive tools, computers allow students to manipulate information, build knowledge together through shared workspaces, and engage in higher-order thinking within simulated environments.
Groups report
In this lesson, we shall again look at the computer, but this time from another perspective, the computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning.
Lesson 11 the_computer_as_the_teacher’s_tool[1]
This document discusses how computers can be used as teachers' tools to support constructivist and social constructivist learning paradigms. It describes constructivism and social constructivism, noting that constructivism focuses on individual knowledge construction while social constructivism emphasizes knowledge construction within social contexts. The computer can serve as an informative tool by providing vast information, a communication tool to foster creative social knowledge building, and a constructive/co-constructive tool by allowing students to individually and collaboratively organize and present ideas. Specifically, computers allow access to information, enhance project packaging, and focus students on higher-level cognitive tasks rather than low-level information gathering.
Lesson 11- The Computer as the Teacher's Tool
This document discusses how computers can support constructivist and social constructivist learning theories as a teacher's tool. It describes constructivism as knowledge being constructed by individuals through discovery, while social constructivism views knowledge as constructed within social contexts through sharing ideas. The computer can serve as an information tool, communication tool, constructive tool, co-constructive tool, and situating tool to support these theories. Examples of how it can fulfill these roles include providing vast information, allowing knowledge construction through programs like Word, and creating virtual environments for situated learning.
Computer as a teacher tool
This document discusses constructivism and social constructivism as learning perspectives. Constructivism assumes that knowledge is constructed individually through gathering information to create new concepts. Social constructivism assumes knowledge is constructed socially through exchanging and sharing ideas. The computer can serve as a teacher tool by providing vast amounts of information, fostering communication and collaboration, and allowing students to construct and share knowledge through interactive tools.
The computer as teacher tool's
CONSTRUCTIVISM was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the leaning process.
Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.
Ppt.jane'ed.tech2
The document discusses how computers can support constructivist and social constructivist learning paradigms. It describes these paradigms, which emphasize knowledge discovery and social construction of knowledge. Computers can act as information tools, communication tools, constructive tools, and co-constructive tools by providing access to information, fostering collaborative knowledge building, and enhancing project communication. They allow students to personally discover and socially discuss meanings to construct shared understandings.
Computer as the Teacher's Tool
This topic is under the subject Educational Technology (Ed105B).
Lesson 11 - The Computer as the Teacher's Tool
11104
The document discusses how the definition of literacy has expanded beyond simply reading and writing to include understanding, analyzing, critically evaluating, and creating meaning from various media sources. It outlines how newer learning environments focus on student-centered learning using multisensory experiences and multimedia. While ICT can support learning when used effectively, the most important factors are having high expectations, creating relevant learning experiences, and providing quality feedback. The role of teachers is to engage students in both critically consuming and thoughtfully creating various media.
21st Century Literacy
The document discusses how the definition of literacy has expanded beyond simply reading and writing to include understanding, analyzing, evaluating and creating various media texts. It outlines how newer learning environments focus on student-centered, collaborative, multisensory learning using multimedia and authentic contexts rather than traditional teacher-centered instruction. While ICT can support learning when used effectively, high quality teaching is still the most important factor. The role of literacy now involves both consuming and producing different media, and teachers must provide opportunities for students to thoughtfully create and critique various digital content.
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The document discusses the planning and production process for a music video created for an A2 Media Coursework. Research was conducted on genre-specific music video styles. A variety of media technologies were used, including Final Cut Pro for editing, which allowed for effects like color filtering and different lens views. Social networks like Twitter and YouTube were used for research, feedback, and inspiration from similar genre productions. PhotoShop was also used to create digipaks and magazine ads for the band, allowing for layering, image alteration, and unique font selection to distinguish the band visually.
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Computer as a teachers tool
This document discusses constructivism and social constructivism as learning theories and how computers can support these paradigms. Constructivism posits that learners build knowledge through personal discovery, while social constructivism emphasizes that social and cultural contexts influence knowledge construction. The computer can function as an information tool by providing vast resources, as a constructive tool by allowing learners to manipulate and organize ideas, as a co-constructive tool by facilitating collaborative knowledge-building, and as a situating tool by immersing learners in virtual environments.
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EdTech2 Lesson 11: The Computer as Teacher's Tool
This document discusses how computers can support constructivist and social constructivist learning paradigms. It describes constructivism as knowledge constructed by individuals and social constructivism as knowledge constructed within social contexts. The computer is presented as a tool that can provide information, foster social knowledge building, and enhance communication. Specifically, it can serve as an informative tool, communication tool, constructive tool, co-constructive tool, and situating tool to support different aspects of individual and social learning.
Lesson 11
The document discusses how computers can be used in education based on constructivist learning theories. It describes how computers are already widely used by students for assignments, projects, and research. Computers provide advantages and conveniences as information tools, communication tools, constructive tools, and co-constructive tools. Specifically, computers allow students to share knowledge, build understanding together through tools like an electronic whiteboard, and experience virtual environments.
Lesson 11 The Computer as the Teacher`s Tool - Barrameda, Gñotob
Constructivism and social constructivism are two learning perspectives. Constructivism views knowledge as constructed by individuals, while social constructivism sees knowledge as constructed within a social context through discussion and exchange of ideas. The computer can act as an information tool, communication tool, constructive tool, co-constructive tool, and situating tool to support both constructivist and social constructivist learning. It provides access to information, fosters creative knowledge building, and enhances communication to help students personally discover and socially construct new understandings.
Lesson 11 The Computer as the Teacher`s Tool - Barrameda, Gñotob
Constructivism and social constructivism are two learning perspectives. Constructivism views knowledge as constructed by individuals, while social constructivism sees knowledge as constructed within a social context through discussion and exchange of ideas. The computer can act as an information tool, communication tool, constructive tool, co-constructive tool, and situating tool to support both constructivist and social constructivist learning. It provides access to information, fosters creative knowledge building, and enhances communication to help students personally discover and socially construct new understandings.
GROUP 8 final ppt.pdf
The document discusses the computer as a teaching tool and its capabilities to support constructivist and social constructivist learning theories. It explains that constructivism focuses on students individually constructing knowledge from gathered information, while social constructivism emphasizes knowledge construction through social interaction and cultural influence. The computer can serve as an informative tool by providing vast resources, as a communication tool for collaboration, as a constructive tool for building knowledge, and as a situating tool to create virtual environments. Examples are given of applications like Super Why, Star Chart, and Math Helper that teachers can use in hands-on ways to engage students in literacy, science, and math skills.
Beyond the coursebook
This document discusses going beyond the course book for language learning and using technology to provide more authentic contexts. It argues that technology can bridge the gap between the classroom and the real world by exposing students to authentic discourse and sociocultural practices. This allows students to exercise more agency. Specifically, the document discusses how blogs and videos (such as those on YouTube) can provide opportunities for meaningful, communicative, and authentic writing tasks while also motivating students. Students' participation in blogs and videos can help them construct knowledge through social interaction and sharing their work with a global audience.
The computer as the teacher tool
The document discusses the use of computers as tools to support constructivist and social constructivist approaches to teaching and learning. It describes how computers can serve as informative, constructive, co-constructive, and situating tools. As informative tools, computers provide vast amounts of information from the internet. As constructive tools, computers allow students to manipulate information and build new knowledge. As co-constructive tools, students can work collaboratively online. As situating tools, virtual reality simulations place students in virtual environments. The document also discusses how computers support student-centered learning by allowing students to work independently and collaboratively on projects and presentations.
Technological applications and innovations
Presented during RTD on "Technological Applications and Innovations in Teaching" by Prof Jay Dalet (DB).
pptedtech.pptx
The document outlines required readings for the year that discuss the computer as a teacher's handy tool, constructivism introduced by Jean Piaget, and how the computer can support constructivist and social constructivist paradigms of learning. It also describes the computer's capabilities as an informative tool, communication tool, constructive tool, co-constructive tool, and situating tool.
De leon-shaira-dc.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
My portfolio
Mariel Monzon is an 18-year-old student studying Bachelor of Secondary Education Major in English at Cavite State University. While her passion is photography, she chose to study education to challenge herself and prove she can succeed outside her comfort zone. English is her weakness, and public speaking is her greatest fear. Despite this, she believes God's plan is for her to become a teacher and help create future professionals.
Portfolio in Educational Technology
This document discusses the history and theories of educational psychology and instructional design. It covers behaviorism, cognitive science influences like computer science, constructivism, e-learning approaches like blended learning, computer-supported collaborative learning, educational media and tools, e-learning authoring tools, learning management systems, and pedagogical elements.
Mathematics Rigor and Relevance with Web 2.0
The document discusses using Web 2.0 technologies to enrich mathematics learning experiences for students. It encourages project-based instruction and developing skills like critical thinking. Specific Web 2.0 tools are presented that could motivate students and support higher-order thinking skills, including blogs, wikis, videos and voice threads. The document argues technology complements good teaching by extending lessons beyond the classroom.
ICT Tool for Collaborative Learning.pdf
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
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The document discusses different categories of computer tools for teaching and learning based on a 2000 framework by Williams. The categories are informative tools, communicative tools, constructive tools, co-constructive tools, and situating tools. For each category, examples are provided and groups are assigned to lead a discussion and activity presentation on how the tools meet constructivist learning approaches and how they could be integrated into lessons.
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Lesson 11 The Computer as the Teacher`s Tool - Barrameda, Gñotob
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computer as teachers tool
- 3. In this lesson, we shall again look at the computer, but this time from another perspective, the computer as the teacher’s handy-tool. It can support the constructivist and social constructivist paradigms of constructivist learning.
- 5. It was introduced by Piaget (1981) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process.
- 7. This is an effort to show that the construction of knowledge is governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in.
- 8. The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project.
- 9. In addition, Dewey sees language as a medium for social coordination and adaptation. For Dewey human learning is really human languages that occurs when students socially share, build and agree upon meanings and knowledge.
- 11. Learning Framework Constructivism Social Constructivism •Assumption •Knowledge is constructed by the individual. •Knowledge is constructed within a social context. •Definition of Learning •Students build their own learning. •Students build knowledge influenced by the social context. •Learning Strategies •Gather unorganized information to create new concept/principle •Exchange and share from ideas, stimulates thinking. •General Orientation •Personal discovery of knowledge. •Students discuss and discover meanings
- 13. Based on the two learning theories, the teacher can employ the computer as a/an: a. As an information tool b. A communication tool c. A constructive tool d. As co-constructive tool e. As situating tool
- 14. a. Information Tool The computer can provide vast amounts of information in various forms, such as text, graphics, sound and video. Even multimedia encyclopedias are today available on the internet.
- 15. b. Constructive ToolThe computer itself can be used for manipulating information, visualizing one’s understanding and building new knowledge. The Microsoft Word computer program itself is a desktop publishing software that allows uses to organize and present their ideas in attractive formats.
- 16. c. Co-constructive ToolsStudents can use constructive tools to work cooperatively and construct a shared understanding of new knowledge. On ways of co-constructive is the use of the electronic whiteboard where students may post notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.
- 17. • The Computer-Supported International Learning Environments (CSILE) is an example of an integrated environment developed by the Ontario Institute for studied in Education.
- 18. d. Situating ToolBy means of virtual reality (RS) extension systems, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of situating tool which places the user in a simulated flying environment.
- 19. • Multi-User domains or Dungeons (MUDs) MUD Object Oriented (MOOs), and Multi-User Shared hallucination (MUSHs) are example of situating systems MUDs and MOOs are text-based virtual reality environments on the Internet. When users log on to a MOO environment.