Educational technology vis a-vis models of learning

1. EDUCATIONAL
TECHNOLOGY VIS-A-VIS
MODELS OF LEARNING
Mr. Angelito T. Pera
Mr. Brandon Serrano
Ms. Janine Montenegro
Discussants

2. OBJECTIVES:
At the end of the lesson, the
students should be able to:
1. Define Educational Technology
Vis-À-Vis Models of Learning,
2. Identify the Vis-à-Vis Models of
Learning.

3. WHAT IS EDUCATIONAL
TECHNOLOGY VIS-À-VIS
MODEL OF LEARNING?
is a dynamic model aimed at
serving the new generation of
children from kindergarten to high
school with the best skills to face
the ongoing changes of a growing
world.

4. It offers progressive studies in
social, emotional and relational
learning that helps students
develop their creativity and that
raises their knowledge in many
topics such as the new types of
intelligence, communication,
leadership, self-awareness, critical
thinking, ethics and morals, new
technologies, environment, health
and creative arts.

5. EDUCATIONAL
TECHNOLOGY VIS-A-VIS
MODELS OF LEARNING
A. MEANINGFUL LEARNING
B. DISCOVERY LEARNING
C. GENERATIVE LEARNING
D. CONSTRUCTIVISM

6. MEANINGFUL
LEARNING
refers to the concept that the
learned knowledge (lets say a fact) is
fully understood by the individual and
that the individual knows how that
specific fact relates to other stored
facts (stored in your brain that is).

7. For understanding this
concept, it is good to contrast
meaningful learning with the much
less desirable, rote learning. Thus,
Rote learning is where you
memorize something without full
understanding and you don’t know
how the new information relates to
your other stored knowledge.

8. Some suggestions on
how to ensure meaningful
learning:
1.Make sure what you learn is in
your proximal zone,
2. If in doubt, ask the instructor
how some new knowledge is
related to other course material,

9. 3. Have a study partner ask
you questions that require
recall of related material,
4.Make a figure that
illustrates what you should
know about a specific topic and
its related material.

10. DISCOVERY LEARNING
is a powerful instructional
approach that guides and
motivates learners to explore
information and concepts in order
to construct new ideas, identify
new relationships and create new
models of thinking and behavior.

11. Discovery Learning
incorporates three
key ideas:
A. PROBLEM SOLVING
guides and motivates learners to
find solutions by pulling together
information and generalizing
knowledge.

12. B. LEARNER MANAGEMENT
allows participants, working
alone or in small teams, to learn in
their own ways and at their own
pace.
C.INTEGRATING AND CONNECTING
encourages integration of new
knowledge into the learner’s
existing knowledge base and
clearly connect to the real world.

13. In other words,
Discovery Learning is
ensuring learners’ brains are
engaged at all times. Participants may
be manipulating pieces on a game
board, working with others to make a
decision, or gathering seemingly
disconnected pieces of information to
solve a problem.

14. Also, Discovery learning
simply accelerates the
educational process and
results in higher levels of
retention than more
traditional learning
approaches do.

15. Discovery Learning
Benefits are:
A. Training time is
condensed,
B. Programs are fun,
fast-paced and energizing,
a

16. C.Participants absorb course
content via active participation,
D.Sessions are highly
customizable,
E. Retention is high,
F. With training time in short
supply, and knowledge in great
demand, discovery learning can
help organizations offer training
that works quickly and effectively.

17. GENERATIVE LEARNING
incorporates current knowledge
with experimentation and open-
mindedness of new ideas into a
style of learning. A new way of
viewing old methods drives this
style of learning.

18. Also, it encourages individual and
team creativity. To flow with market,
technology and society changes,
organizations depend on the
generative learning, Thus, Generative
learning activities must provide the
students with an opportunity to
mentally “play with” information to
create a personal understanding of the
subject to be learned.

19. Two Types of
Generative Activities:
A. Activities that generate
organizational relationships
(titles, headings, questions,
objectives, summaries,
graphs, tables, and main
ideas).

20. B. Activities that generate
integrated relationships
between what the learner sees,
hears, or reads and memory
(demonstrations, metaphors,
analogies, examples, pictures,
applications, interpretations,
paraphrases, inferences).

21. How can the World
Wide Web support
Generative Learning?
A. Provide students with
World Wide Web-based
simulations that they can
manipulate to learn concepts.

22. B.Provide students with
database sites they can use to
interpret, make inferences, or
predictions.
C.Provide students with
sites that function as triggers
for discussion about concepts.

23. CONSTRUCTIVISM
is a theory of knowledge that
argues that humans generate
knowledge and meaning from
an interaction between their
experiences and their ideas.

24. CONSTRUCTIVISM IS BASED
UPON A FEW KEY
ASSUMPTIONS OF LEARNING:
A. knowledge is constructed by
learners through experiences,
B. knowledge constructions do
not necessarily bear any
relationship to external reality,
and

25. C. learners will test their
understanding against those
of others, especially teachers
or more advanced peers.
Hence, for constructivist
theorists, “learners are not empty
vessels waiting to be filled, but
rather active organisms seeking
meaning”

26. In addition, constructivist
theorists consistently argue the
importance of learning in context,
viewing learning as “a continuous,
life-long process resulting from acting
in situations”
Hence, for constructivists,
learning is determined by a
combination of the learners’ previous
knowledge, the social context, and
the problem to be solved.

27. The rapid development of
increasingly powerful computer and
communication systems has great
implications for the constructivist
approach to education. It offers a
tremendous amount of information, tools
for creativity and development, and
various environments and fora for
communication.
HOW DOES TECHNOLOGY
COMPLEMENT
CONSTRUCTIVISM?

28. Within a student-centered
curriculum based on student
performance or research, new
technology tools provide many
opportunities for students and
teachers to build knowledge in
an engaged setting.

29. BIBLIOGRAPHY
Anonymous, (2014). Educational
Technology In vis-à-vis Models of
Learning.http://teengengroup.wordpre
ss.com/2013/05/29/chapter-4 educati
onal-technology-vis-a-vis-models-of-
learning/. Retrieved on December 5,
2014.

30. Anonymous,(2014).Constructivism.Avail
able at:http://etec.ctlt.ubc.ca/510wiki/Const
ructivism,_Learning,_and_Educational_Techn
ology.Retrieved on December 6, 2014.
Anonymous,(2014).Vis-A-Vis Models of
Learning in Educational Technology. Available
at:http://sas.lau.eu.lb/education/news/all/vi
is-vis_a_dynamic_educationa.php.Retrieved
on December 6, 2014.

31. THANK YOU FOR
LISTENING.