1. Analyze Learners 2. State Objectives 3. Select Methods, Media, and Materials 4. Utilize Methods, Media, and Materials 5. Require Learner Participation 6.Evaluate and Revise

Technology for teaching & Learning (Day 44) Flashcards by wella marish paragoso

INDUSTRIAL REVOLUTION AND EVOLUTION

I.R. 1.0-invention of steam engine TRAIN
I.R. 2.0-Age of science and mass production (discovery of electricity and gasoline) LIGHT BULB
I.R. 3.0-Digital revolution (computer and cellphone)
I.R. 4.0 - Interconnectivity (Internet) Cyberspace, Artificial intelligence

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TPACK Espoused by Mishra and Koehler (2006).

Technological, Pedagogical, and Content Knowledge

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Teacher knowledge in technology

TPACK FRAMEWORK

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3 Types of Knowledge;
TPACK

Technological Knowledge
Pedagogical Knowledge
Content Knowledge

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3 Types of Knowledge;
TPACK

refers not only on whether you are computer literate but also on knowing what technology is best to use and how they should be utilized in teaching.

Technological Knowledge

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3 Types of Knowledge;
TPACK

principles and strategies of teaching and is about the strategies and techniques used in classrooms and other learning situations and environments to ensure curriculum goals are met.

Pedagogical Knowledge

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3 Types of Knowledge;
TPACK

refers to how well you know the subject area or topic that you will teach

Content Knowledge

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OVERLAPS;
PCK TCK TPKJ TPACK

Pedagogical Content Knowledge (PCK)
Technological Content Knowledge (TCK)
Technological Pedagogical Knowledge (TPKJ
Technological, Pedagogical, and Content Knowledge (TPACK)

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OVERLAPS;
PCK TCK TPKJ TPACK

knowing what teaching approaches fit the content and expectations of the subject

Pedagogical Content Knowledge (PCK)

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OVERLAPS;
PCK TCK TPKJ TPACK

interpreting your curriculum through a technology lens and to consider the impact of technology on what is changing in your curriculum area.

Technological Content Knowledge (TCK)

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OVERLAPS;
PCK TCK TPKJ TPACK

special pedagogical considerations for using technology within your teaching strategies or considering new pedagogical approaches afforded by the qualities of software

Technological Pedagogical Knowledge (TPKJ

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OVERLAPS;
PCK TCK TPKJ TPACK

way of describing how technology pedagogy and content fit together to enable powerful learning.

Technological, Pedagogical, and Content Knowledge (TPACK)

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SAMR Model is a neat model developed by

Dr. Ruben Puentedura

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as a way for educators to evaluate the incorporation of technology into their teaching.

SAMR Model

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By reflecting upon your teaching and the technology that you use, SAMR helps educators to design and implement better ___________ incorporating that technology.

learning activities

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SAMR model has 4 stages and is split into two;
ET

ENHANCEMEN
TRANSFORMATION

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SAMR model has 4 stages and is split into two;
ET

ENHANCEMENT - the technology is merely a REPLACEMENT for an analogue activity with varying degrees of improvement. out technology

VENHANCEMENT

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SAMR model has 4 stages and is split into two;
ET

where the REAL LEARNING happens. The technology allows for significant changes in the task and ultimately new forms of tasks which would not have been possible with the old analogue process.

TRANSFORMATION

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This is where technology is used as a DIRECT SUBSTITUTE for what you might already do, without functional change. MICROSOFT

Ex. Writing an essay using a pen vs. Writing an essay using computers

Substitution

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. Augmentation This is where technology is used as a DIRECT tool SUBSTITUTE, WITH FUNCTIONAL IMPROVEMENT. The task is just the same but the technology is allowed for some technical improvement
GOOGLE DOCS

Ex. Like instead of writing essay to your paper, you may use google docs. The task may just be the same but the unique features of the collaborative technology provide functional improvements such as commenting, add ons, etc.

Augmentation

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Technology allows you to significantly redesign the task

Ex. Instead of simply writing an essay, the student can publish his essay through WORD PRESS and the teacher is not the only audience, but the whole world who have internet. This means that your writing is published globally.
UNIQUE

Modification

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was developed by Heinrich and Molenda in 1999

ASSURE MODEL

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instructional framework or rule that instructors can use to create lesson plans which coordinate the utilization of innovation of technology and media.

ASSURE MODEL

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ASSURE MODEL;

Analyze Learners
State Objectives
Select Methods, Media, and Materials
Utilize Methods, Media, and Materials
Require Learner Participation
6.Evaluate and Revise

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ASSURE MODEL; get a clear picture of the learners' learning styles, age level, interests or preferences, background, special needs, and cultural diversity.

Analyze Learners

ASSURE MODEL; known as the learning outcome, this statement describes what the learner would be able to perform as a result of the instruction.

State Objectives

ASSURE MODEL; the teacher has to decide which strategy, materials or technology would be best considering the learners and the desired learning outcomes.

Select Methods, Media, and Materials

ASSURE MODEL; the teacher decides which part of the instructional flow will a particular material or technology be employed and the manner on how it will be more effective to achieve the learning

Utilize Methods, Media, and Materials

ASSURE MODEL; Student engagement is an important element. Therefore, the teacher has to design sections of the lesson where the learners are guided to participate and perform tasks.

Require Learner Participation

ASSURE MODEL; Evaluate and Revise Evaluation should be congruent to the learning outcome provided in the lesson.

Evaluate and Revise

EDGAR DALE CONE OF EXPERIENCE

EDGAR DALE

Is a visual model, a pictorial device that presents bands of experience according to the degree of abstraction and not degree of difficulty, tarts from direct or concrete experience to abstract

EDGAR DALE'S CONE OF EXPERIENCE

The farther you go from the bottom of the cone, the more _______the experience becomes.

abstract

_____levels of the Cone involve the student as a participant and encourage active learning.

Lower

The _______levels of the Cone need more instructional support than

upper

EDGAR DALE'S CONE OF EXPERIENCE Verbal Symbols Visual Symbols

SYMBOLIC

EDGAR DALE'S CONE OF EXPERIENCE Recordings, Radio & Still Pictures Motion Pictures Pic Educational Television T.V. Exhibits Study Trips Demonstrations

ICONIC

EDGAR DALE'S CONE OF EXPERIENCE Dramatized Experiences Contrived Experiences Direct Purposeful Experiences

ENACTIVE

BRUNER'S THREE-TERED MODEL The Cone of Experience corresponds with three significant modes of learning (Jerome Bruner):

1. ENACTIVE 2. ICONIC 3. SYMBOLIC

BRUNER'S THREE-TERED MODEL The Cone of Experience corresponds with three significant modes of learning (Jerome Bruner): (direct experience) - series of actions

Enactive

BRUNER'S THREE-TERED MODEL The Cone of Experience corresponds with three significant modes of learning (Jerome Bruner): Iconic (pictorial experience) - series of illustrations

Iconic

BRUNER'S THREE-TERED MODEL The Cone of Experience corresponds with three significant modes of learning (Jerome Bruner): Symbolic (highly abstract experience)- series of symbols

Symbolic

Direct, first-hand experiences you experience first. Have direct participation in the outcome use of all our senses / Most of your senses / Realia - the real & actuals objects.

Direct and Purposeful Experiences

Contrived Experiences; MMSOSG

1.Model 2. Mockup 3. Specimen 4. Object 5.Simulation 6. Games

edited copies of direct experiences designed to simulate to real-life situation

Contrived Experiences

Contrived Experiences; MMSOSG Model - substitute of real thing in a small scale, or large scale or exact size, but made up of synthetic materials

Model

Contrived Experiences; MMSOSG special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study, DETACHABLE

. Mockup

Contrived Experiences; MMSOSG An individual animal, plant, piece of a mineral, etc. It is used as an example of its species or type for scientific study or display. TAXI DERMI.

Specimen

Contrived Experiences; MMSOSG Object- May also include artifacts displayed in a museum or objective displayed in exhibits.

Object

Contrived Experiences; MMSOSG A representation of a real manageable event in which the learner is an active participant engage in learning behavior or in applying previously acquired skills or knowledge

Simulation

Contrived Experiences; MMSOSG Games Forms of physical exercise taught to children at school. They make classes more interactive and develop the decision-making skills and knowledge construction skills of the students.

Games

Dramatized experiences Forms of reconstructed experiences The pupil who takes part in dramatization gets closer to direct experience than a student who watches.

Dramatized experiences

Dramatized experiences; PPPTRP

1. Plays 2. Pageants 3. Pantomime 4. Tableau 5. Role-Playing 6. Puppets

Dramatized experiences; PPPTRP rehearsed stage performances. They offer excellent opportunities to portray vividly essential ideas about life.

Plays

Dramatized experiences; PPPTRP Pageants are usually community dramas that are based on local history. An example is a historical pageant that traces the growth of a school.

Pageants

Dramatized experiences; PPPTRP is a "method of conveying a story by bodily gestures." Pantomime's impact on the audience relies on the actors' movements.

Pantomime

Dramatized experiences; PPPTRP is a picture-like scene composed of people against a background. It is an arrangement of people who do not move or speak, especially on a stage, who represents a view of life, an event, etc.

. Tableau

Dramatized experiences; PPPTRP Role-Playing is an unrehearsed, unprepared, and spontaneous dramatization of a situation where their roles absorb assigned participants. The focus is on attitudinal change.

Role-Playing

Dramatized experiences; PPPTRP It is an inanimate object or representational figure animated or manipulated by an entertainer, who is called a puppeteer. Puppets can present ideas with extreme simplicity.

Puppets

Visualized explanation of an important fact, idea, or process Shows how certain things are done

Demonstrations

These are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom

Study Trips

Exhibits Bring the outside world into the classroom employing exhibits, the concrete representation of the things. The teacher can help the students by gaining useful experience through the observation and organization of educationally significant exhibitions.

Exhibits

Educational Television Bring immediate interaction with events from around the world

Educational Television

Motion Pictures Used to slow down a fast process Viewing, seeing and hearing experience

Motion Pictures

This stage includes the number of devices that might be classified roughly as one-dimensional aids because they use only one sense organ that is either eye (seeing) or ear (hearing). All these materials are less direct than audio-visual experiences.

Still pictures, recordings, and radio

Help students see an idea, event, or process. These include drawings, cartoons, strip drawings, diagrams, charts, graphs, and physical maps.

. Visual Symbols

To express any meaning, verbal representations are words, phrases, sounds, or other utterances that are spoken aloud. The verbal symbol may be a phrase, an idea, a concept, a scientific theory, or a formula

Verbal Symbols