Ee history and methods
•Download as PPTX, PDF•
0 likes•213 views
This document discusses the appropriateness of various media tools for environmental education. It outlines key concepts in environmental education like awareness, knowledge, and action. Traditional media tools like books, photos, and films can foster reflection and empathy. Emerging technologies also show promise, including mobile apps, augmented reality, and video games, which could engage students and illustrate interconnected systems. While media have roles to play, environmental education ultimately aims to cultivate empathy, citizenship, and care for the natural world.
More Related Content
Similar to Ee history and methods
Similar to Ee history and methods (20)
Recently uploaded
Recently uploaded (20)
Ee history and methods
- 1. History and Methods of Environmental Education Future Trends
- 2. Review of the Semester What is EE? In, of and for the environment What is the EE theory of action? Awareness-knowledge-action How does EE fit with traditional learning? Dewey and Sharpe Outdoor learning/ classroom learning
- 3. What does EE teach? (refine the list) Empathy, altruism, citizenship (justice) Community building, connecting (humanity) Love of learning, curiosity, critical thinking (wisdom) Hope, humor, gratitude (transcendence)
- 4. Are Media Tools Appropriate for EE?
- 5. Familiar Educational Media Tools Books (information retrieval) Computers (information management) Still photos (reflection) Journals (reflection, information) Documentary films (empathy) Teachings of the Tree People, Island Roots YouTube clips (modeling, observation) Pictures of Practice, Naturescapes iTunesU,YouTubeEDU
- 6. What’s next?
- 7. New Horizons for Educational Media: What Might Work for EE? Open content Mobile computing Simple augmented reality Gesture-based computing Visual data analysis Video games Virtual reality Online communities Smartphone Apps
- 8. Lab- check these out Online graduate program (for ee?) Handhelds in the field Imagined Communities (hope) Ecological Footprint Calculator (data analysis) WolfQuest (preparation for learning) SimSomething (interconnected systems) Quest to Learn Second Life (whatever we want) Joni Falk’s community of support (connecting) Co-viewing
- 9. Conclusions -- Are Media Tools Appropriate for Environmental Education?
Editor's Notes
- This is stuff I love to think about It’s part of my work here to puzzle through some of these questions, and they’re still open questions so thanks for your help!!
- Add more on the white board. Can any of this be supported through media?
- fFind a good graphicWhite board discussion: “Yes” board, “No” board, and “Maybe” board.
- Find visual aids for all of thesePossibly use the short history of educational technology video!
- Find a good graphicThis is my current puzzle and I’d like some help working it through.
- My colleagues at Fielding are very excited about using video games for learning – my experience at the NSF conference.Our NSF project – online communitiesHow Mobile Learning Can Advance Rigor and Relevance in U.S.ClassroomsIn a recent report on innovative projects that are encouraging the use of mobilelearning in the United States and around the globe entitled, “Pockets of Potential,”Carly Shuler (2009) explains how rigor and relevance can be enhanced with mobilelearning technologies. Research in the learning sciences suggests that situated learningis especially effective when information is available “just in time (when learners are ableto apply it) and on demand (when learners know they need it and want it).” Shuler says,“Because mobile devices don’t wed a child to the classroom or desk, they complement‘just-in-time’ and ‘on demand learning.’”A field trip to the park becomes a more valuable learning experience if students canaccess information about an unusually patterned butterfly on their handheld devices,compare it with other familiar butterflies, track the location of other butterfly typesthrough software programs such as Google Earth, decide if they have discoveredsomething new, and share their discoveries with other networked users. If contemporarychildren must wait a day or even an hour for information, they will likely lose interest andfail to incorporate new information into existing cognitive structures. The immediacy ofnetworked technologies allows teachers to respond to the needs of learners when theyare ready to learn (Shuler, 2009).Online CommunitiesGlobal awareness and collaboration skills can also be uniquely enhanced with theuse of technology. Andrew Zucker of the Concord Consortium says that the Internetallows students to learn with and from a global community of scientists, historians,authors, and learners. In his article, “Transforming Schools with Technology,” Zucker(2008) reminds educators that networked technologies allow students to regularlyand strategically reach out from their schools to communicate and learn from the realworld. For many disadvantaged students, school-based experiences with networkedtechnologies may be the only sources of such critical contact.Appsthe preschool-oriented ‘Wheels on the Bus’ has been the top paid education App formonths. With more than 21,000 games available for the iPhone and iPod touch comparedwith only hundreds on the DS and PSP (Tabuchi, 2009), it is not surprising that kidsdevelopers are taking this platform very seriously. The growth of children’s Apps maybe counterintuitive, as it is fair to assume that most young children currently do not owntheir own iPhone, or even iPod Touch. However, anecdotally it is very common toobserve what some call the “pass-back” effect,
- Spend 45 minutes checking out one or more. Team up with at least one other person who likes something you like. Figure out how it could be used to support eelearnings.