Presentation on theme: "Understanding the Basics Lesson 1: Chapter 1. Brenda Linn-Miller2 An Overview Educational Technology Learning Learning Hindrances Know the Learner Teaching."— Presentation transcript:
Brenda Linn-Miller2 An Overview Educational Technology Learning Learning Hindrances Know the Learner Teaching Pedagogy Methods vs Media Effective Learning Environment Why use Technology?
Brenda Linn-Miller3 Educational Technology Definition Varies –Educators: any media than can be used in instruction –Technologists: hardware available for classroom use –Association for Educational Communications and Technology: the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning
Brenda Linn-Miller4 –To meet professional standards (Federal and State) –To provide learning opportunities Some must hear; some must see; some must do –To discover the tools Why Study Educational Technology?
Brenda Linn-Miller5 Learning Defined as the transfer of knowledge and/or skills from teacher to student A complex activity viewed differently by individuals –Based on previous experiences –Resulting from being rewarded –Influenced by one’s culture –Occurs to avoid punishment –Results from thinking –Will be lost if not reinforced –Requires a social framework
Brenda Linn-Miller6 What Interferes With Learning? 1. Environmental Factors –Loud, incessant outside noise –Dim lighting –Excessive movement –Uncomfortable temperature –Uncomfortable seating –Disorganization –Classroom interruptions
Brenda Linn-Miller7 What Interferes With Learning? 2. Psychological Factors –Receiver’s emotional state Internal turmoil Manner of message delivery contrary to preferred learning style –Perception of message delivery
Brenda Linn-Miller8 What Interferes With Learning? 3. Personal Filters –Personal values –Cultural heritage –Social belief system –Negative attitude/closed mind –Cultural beliefs May cause one to reject or distort information
Brenda Linn-Miller9 A View of the Learner Cognitive Styles –How does one think? –Patterns of thinking determined by the Myers- Briggs Type Indicator Extrovert or introvert Sensing or intuitive Thinking or feeling Judging or perceiving –Cognitive characteristics influence learning
Brenda Linn-Miller10 A View of the Learner Learning Styles –Under what conditions do we learn best? Auditory Visual Kinesthetic –Learning styles affect learning
Brenda Linn-Miller11 A View of the Learner Intelligence –To what degree is the student able to understand and learn? –IQ (Intelligence quotient) tests provide snapshot of student’s intelligence without bias Stanford-Binet most commonly used Controversial/debated Extensively researched to develop instrument that provides more accurate results
Brenda Linn-Miller12 Know the Learners Developmental Stages –Physically and cognitively –Reading levels Cultural or Language Backgrounds Incoming Skills and Knowledge Base Individual Characteristics –Learning styles –Cognitive styles –Intelligence (dominant or types of intelligence)
Brenda Linn-Miller13 What is Teaching? Systematic, planned sequence of events that facilitate the communication of an idea, concept, or skill to a learner Teaching styles vary based on personal preferences and teacher’s own learning style, cognitive style, and dominant intelligence.
Brenda Linn-Miller14 Teaching and Learning Strategies and Pedagogy Teaching Strategies—methods teachers use to assist students in achieving objectives Learning Strategies—techniques and activities teachers require students to engage in to master content Pedagogy—combination and implementation of planned teaching and learning strategies; the actual function of teaching; what teachers do when implementing their craft to assist students’ learning
Brenda Linn-Miller15 Pedagogical Cycle Provide a pre-organizer Use motivators Build bridges to prior knowledge Share objectives Introduce new knowledge Reinforce knowledge Provide practice experiences Review materials presented
Brenda Linn-Miller16 M e t h o d s vs M e d i a Teacher-Centered –Presentation –Lecture –Demonstration –Class discussion Student-Centered –Research projects –Oral reports –Cooperative learning groups –Simulations –Role playing –Games Methods—strategies (actions and activities) used to achieve the lesson objectives
Brenda Linn-Miller17 M e t h o d s vs M e d i a Non-projected visual media –Posters, charts, bulletin boards, models, dioramas Projected visuals –Overhead transparencies, slides, computer displays Audio media –Videocassettes, DVDs, broadcasts, webcasts Digital media –Anything generated via computer technologies Media— all technologies used to facilitate the method Materials and media differ in that materials are any supplies teachers or students use during a lesson.
Brenda Linn-Miller18 The Learning Environment Definition—all conditions, circumstances, and influences that affect the learner’s development Examples include –Physical surroundings/physical space Lighting, room arrangement, quiet areas, temperature –Non-physical components Instructional events Teaching and learning strategies Assessment techniques Teacher, coach, or facilitator roles –Positive, caring attitude Plan of interaction—teacher to student General academic climate –Tone of the environment
Brenda Linn-Miller19 Why Use Technology? To enhance the quality and clarify of communication To increase the likelihood that a presentation addresses a specific learning style or intelligence To ensure the rewards and feedback that are critical to some learners To enhance and support the teaching- learning process
Brenda Linn-Miller20 Why Use Technology? A general rule of thumb suggests that a technology included in a lesson should make it possible for something that was done before to be done better or make it possible for something that couldn’t have been done before to happen (p 63). Kids are different... learning is different... and teaching must be different, too. (p 5). Lever-Duffy, 2005