PE3 Review
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The document discusses frameworks for using learning technologies in K-12 education, focusing on meaningful learning and the TPACK (Technological Pedagogical Content Knowledge) framework. It defines meaningful learning as student-centered, active, often collaborative and involving design, construction, play, and reflection. The TPACK framework emphasizes the interplay between technology, pedagogy, and content knowledge. Examples are given of mind mapping and webquests in K-6 classrooms. Further resources on TPACK and related theories are also provided.
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Technology Integration and Teacher Education: Learning with Technology
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
isajahnke ictml umea 2011-05-v1
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
Diane goodman Herdsa 2013 subm
The document discusses the redesign of a foundations course in university learning and teaching (ULT) at the University of Wollongong (UOW). It provides context for the project, including the strategic commitment to a technology-rich learning environment at UOW. It outlines the focus and progress of the project, including the redevelopment of ULT modules in blended and online formats. It also discusses ensuring alignment of technology to pedagogy and applying principles of curriculum design. The document references several frameworks and examples of practice to support curriculum redesign in technology-rich environments.
Universal design for learning (udl)
UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The goal is to develop curricula and educational materials and activities that provide (1) multiple means of representation, (2) multiple means of action and expression, and (3) multiple means of engagement. This approach aims to reduce barriers in instruction and provide appropriate support and challenges for learners of all abilities. Research supports UDL in promoting inclusion and equal access to learning for diverse learners. Technology plays a central role in UDL by providing flexible formats to present information and enable participation.
W200 technology in elementary classrooms
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Technology integration
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to enhance student learning in core curriculum areas. Effective integration means students can select appropriate technologies to research, analyze, and present information. The focus should be on curriculum, not just technology use. Standards and teacher training are needed to support technology integration.
Technology in professional development "Techknowlogia"
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
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This document discusses new learning communities and connectivism as a learning theory for the digital age. It defines a learning ecosystem as a framework that incorporates tools and multiple touch points to support learners. New learning communities can help learners become more self-directed, critical thinkers who can collaborate. Strategies for new learning communities include modeling tools, providing tutorials, and using various phases of engagement.
Digital technologies in language learning and teaching
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
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The document discusses curriculum resources and education applications for e-learning. It provides information on repositories for open educational resources and evaluates different iPad apps that can be used for activities related to various levels of Bloom's taxonomy, including remembering, understanding, applying, analyzing, evaluating, and creating. It also references models for technology integration and discusses attributes of lifelong learners.
iWB Literature review 2011
This document provides a literature review on two topics: 1) Recent research on Australian school teachers' attitudes toward and use of information and communication technologies (ICTs) and interactive whiteboards (IWBs) in particular. It finds that while teachers believe in student-centered pedagogies, constraints prevent them from fully utilizing ICTs in innovative ways. 2) Choice modeling, a key research method used in the project. The review then examines several recent Australian studies on factors influencing how teachers use ICTs and IWBs in the classroom, such as self-efficacy and perceptions of students and administrators. It identifies different types of digital pedagogies teachers employ and how IWBs in particular can enhance learning
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PE3 Review
- 2. What is “Meaningful Learning”?
- 3. My views of “Meaningful Learning”? As well as my attitude & views of technology!!
- 4. Learning can be student-centred and active and often collaborative!
- 5. D. Jonassen et al.(Eds).Meaningful learning with technology. 3rd Edtn. p3.
- 6. Constructionism A Theory of Learning
- 8. Learning Technologies Learners DO (often together) Learners DESIGN Learners BUILD Learners PLAY Learners IMAGINE Learners THINK Learners EXPRESS themselves Learners REFLECT
- 9. Transmissionist / “ Instructionist” / More emancipative approaches
- 10. STUDENTS TEACHERS CONSUME read, view etc. PRODUCE create write, construct etc. [ Learning Technology ] in K-6
- 12. Example: Use of Mind Maps?
- 14. Learners can also MAKE a Webquest!
- 16. Intro. to TPACK T echnological P edagogical C ontent K nowledge (or ‘ Total Package’ ) http://www.tpck.org
- 21. Where to now? PLC’s etc. Journals Blogs, Web 2.0 outlets (Teachertube channel, iTunesU etc.) Conferences Watercooler conversations (Staffroom) 2011 Action Plan!
Editor's Notes
- Main theme: My View of learning is crucial!
- BUT … nature of learning process????
- My views of meaningful learning are CRUCIAL to my views of e-learning & therefore … My views of meaningful learning are CRUCIAL to the way my students’ use learning technologies in my classroom (and online learning environments)
- E-learning as ‘construction’ Eg. using digital cameras, midi instruments, multimedia software, lego robotics. E-Learning: Enable, Empower and Engage Question: How and when can ICT empower learners to participate actively and thoughtfully in the learning process? How can ICT help learners to think rigorously and express themselves imaginatively? [Pls read Roblyer Ch 3!)
- From: Jonassen, D. et al (2008). What is meaningful learning? In D. Jonassen et al.(Eds).Meaningful learning with technology. 3rd Edtn. pp1-12. Pearson/Merrill Prentice Hall: Upper Saddle River, N.J. (in library & extract also in UTSOnline Literature section: “e-Learning in 7-12 Education (Introduction)” folder View of e-learning MUST be aligned with our views of learning! Eg. How can technology support the active, cooperative or authentic nature of “meaningful” learning?
- Under the umbrella of ConstructiVism Use wikipedia as intro… http://en.wikipedia.org/wiki/Constructionist_learning
- Kids DO (often together) Kids DESIGN Kids BUILD Kids PLAY Kids IMAGINE Kids THINK Kids EXPRESS themselves Kids REFLECT
- Go beyond: Learning Theories as Bases for Integration. Highly recommended. Roblyer, M.(2006). Learning Theories as Bases for Integration. In M. Roblyer (Ed). Integrating educational technology into teaching. 4th Edtn. pp 36-52. Pearson/Merrill Prentice HallUpper Saddle River, N.J.
- Follow up on examples 1 and 2: e.g. Webquest Community!
- Webquests - research is scaffolded and done in teams. Collaborative projects - interschool, international. Eg. INK Using web to PUBLISH and COLLABORATE
- Source: http://www.edtechpost.ca/wordpress/2003/10/09/matrix-of-some-uses-of-blogs-in-education/
- Also see: http://site.aace.org/conf/archive/2008/mishra-keynote-08.mov Or
- Other useful theories to use as a framework for integrating ICTs into your KLA(s)