This document discusses educational technology and conceptual models of learning. It defines educational technology as utilizing methods and resources to facilitate the learning process. Key conceptual models discussed include meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning emphasizes connecting new experiences to prior knowledge, while discovery learning involves students uncovering learning through tasks. Generative learning focuses on what students can do with information. Constructivism posits that students build understanding through learning activities and environment. The document also discusses how these conceptual models are applied through educational technology to support learning.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
This presentation was given as part of the seminar - ‘On the Move - Global Migrations, Challenges and Responses’ which took place in Oslo, Norway on October 26 2016.
You can watch a recording of plenary sessions from the conference here: https://www.youtube.com/watch?v=nKuY3_ua-Qs
The seminar was organized by the International Social Science Council (ISSC), CROP (Comparative Research Programme on Poverty) and Oslo and Akershus University College of Applied Sciences, and generously sponsored by Research Council Norway, with support from the Norwegian UNESCO Committee. Each speaker is responsible for the ideas contained in his/her PowerPoint, which are not necessarily those of the organizing partners or sponsors.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. The student
My name is Jessa mae Conales. I’m
19 years old. I’m taking up Bachelor of
Elementary Education, major in General
Education in Palawan State University.
3. What is educational Technology?
The word “technology” comes
from 17th century. < Greek
tekhnologia "systematic
treatment" < tekhnē "art, skill"]
Educational Technology refers to
the art or craft of responding to
our educational needs.
4. Base from the definition of ed. tech
Educational technology is a
“complex”. integrated process
involving people, procedures, ideas,
devices and organization for analyzing
problems and devising. Implementing,
evaluating and managing solution to
those problems, involved in all aspects
of human learning.
5. Based from David H. Jonassen
Educational Technology “consists
of designs and environments that
engage learners … and reliable
technique and method for engaging
learning such as cognitive learning
strategies and critical thinking skills.”
• It is a theory about how problems
in human learning are identified and
solved. Is a field involved in applying
a complex, integrated process to
analyze and solve problems in human
learning.
6. Based from Lucido and Borabo
Educational Technology is a field
study which is concerned with the
practice of using educational
methods and resources for the
ultimate goal of facilitating the
learning process.
8. It is a Boon when the technology is :
use for researching in important info.
Use for sending purposive emails
Use to motivate the learnres
Use to give information
Use to integrate the learning of students
Use to communicate people
Send (upload) or receive (down load)
files between computers.
Participate in discussion groups, such
as mailing lists and newsgroups.
9. It is a bane when technology is use for:
Playing games(non sense games)
Watching porn videos
We become more dependent on
technologies
The people become self – reliant
People become lazy
Gives more important in technologies
than or families.
10. Systematic Approach To Teaching.
“A plan that emphasizes the parts may
pay the cost of failing to consider the
whole, and a plan that emphasizes the
whole must pay the cost of failing to
get down to the real depth with respect
to the parts.
11. The role of ed. Tech in learning
tools knowledge construction: for
representing learners’ ideas,
understandings and beliefs for
producing organized, multimedia
knowledge bases by learners
learning.
As information vehicles for
exploring knowledge to support
learning-by-constructing: for
accessing needed information for
comparing perspectives, beliefs
and world views.
12. As context to support learning-by-
doing: for representing and
simulating meaningful real-world
problems, situations and context, for
representing beliefs, perspectives,
arguments and stories of others, for
defining a safe, controllable problem
space for student thinking.
13. As a social medium to support
learning by conversing: for
collaboration with others, for
discussing, arguing and building
consensus among members of a
community, for supporting
discourse among knowledge-
building communities Learning.
14. Cone of experience
The cone is a visual analogy and like all
analogies, it does not bear an exact and detailed
relationship to the complex elements it present.”
- Edgar Dale
The Cone of Experience is a visual model, a
pictorial device that presents bans of experience
arranged according to degree of abstraction and
not degree of difficulty. The farther you go from
the bottom of the cone, the more abstract the
experience becomes.
15. Roles of technology in Education
Senthil Kumar
Educational Technology is bound to
improve the teachers considerably. In
the absence of working knowledge of
this growing discipline, the teacher
will find himself lagging far behind in
the modern system of teaching-
learning.
17. Conceptual model of learning
There exists a number of models
and theories about learning that is
ideal in achieving instructional goals
through preferred application of Ed.
Tech. These are :
Meaningful Learning
Discovery Learning
Generative Learning
Constructivism
18. Meaningful Learning
If the traditional learning
environment gives stress to rote
learning and simple memorization,
meaningful learning gives focus to
new experience that departs from
the learning of a sequence of words
but gives attention to meaning.
19. . Meaningful Learning, it assumes
that:
Students already have prior
knowledge that is relevant to new
learning.
Students are willing to perform
class work to find connection
between what they already know and
what they can learn
20. Meaningful Learning In the learning
process, the learner is encouraged
to recognize relevant experiences. A
reward structure is set so that the
learner will have both interest and
confidence. In the classroom,
hands-on activities are introduced
so as to simulate learning in
everyday living.
21. Discovery Learning
This is differentiated from
reception (meeting point of
meaningful and discovery learning) in
which ideas are presented to students
in a well-organized way, such as
through detailed set of instructions to
complete an experiment. Ever recalled
why you are so nervous, yet very
excited in doing experiments? It is
because of the idea that you are about
to discover something first hand.
22. Discovery Learning
In discovery learning, students
perform tasks to uncover what is to
be learned. New ideas and new
decisions are generated in the
learning process, regardless of the
need to move on and depart from the
structured lesson previously set. In
here, it is important that the students
become personally engaged and NOT
subjected by the teacher.
23. Dimensions of Meaningful &Discovery
Learning Notice the increase in
Discovery from rote learning
Math Drills
Trial & Error puzzles
Applying science lab formulas
Lecture/textbook reading
Simulations
Adventure activities
Data probing / research
Art / music creation
24. Meaningful Learning Art / music
Creation Scientific Research Data
probing Adventure activities
Simulation Lectures/textbook
Reading Apply science lab formulas
Math drills/practices Trial and Error
puzzles Rote Learning RECEPTION
Discovery Learning.
25. Generative Learning
Here, we have active listeners who
attend to learning events and generate
meaning from this experience and
draw inferences thereby creating a
personal model of explanation to the
new experience in the context of
existing knowledge. This is viewed as
different from the simple process of
storing information. Motivation and
responsibility are crucial to this
domain of learning.
26. Generative Learning
Examples are result driven;
creativity and resiliency. This gives
emphasis to what can be done with
the pieces of information not only on
access to them.
27. Constructivism
Here, the learner builds a personal
understanding through appropriate
learning activities and a good learning
environment. The most accepted
constructivism principles are:
Learning consists in what a person
can actively assemble for himself and
not what he can just ask from
someone else. Role of learning is to
help the individual live to his personal
world
28. Implications of Constructivism
The learner is directly responsible
for learning. He creates personal
understanding and transforms it into
knowledge.
The context of meaningful learning
consists in the learner “connecting”
his school activity with real life.
29. The purpose of education is the
acquiring of practical and personal
knowledge and not the abstract or
trivial truths.
30. Through this new conceptual models
of learning, we now know that :
There are better ways to learn other
than rote learning or memorization
Learning is for use not only in school
but in real life. Now we are prepared
to see how these theories of learning
can be more specifically applied
through the integration of
Educational Technology.
31. Learning through ed. tech 2
The things that I’ve learned in
Educational Technology 2 are making
different accounts in social media.
I learned to used it in educational
purposes, such as sending emails,
posting my opinion about extra judicial
killings, and using of technology
integrated to learning.
32. The student after educational Technology
2
After this Ed. Tech, I Improved my
skills in using social medias, handling
computers, and on how to manage my
time while using technology.