Meaningful Learning With Technologies

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Meaningful Learning With Technologies. Session II January 16, 2012. Lesson Objectives. Shaping Tech for the Classroom (Marc Prensky ) Review main ideas in chapter One Characteristics of meaningful learning Learning from technology Learning with technology - PowerPoint PPT Presentation


Meaningful Learning With TechnologiesMeaningful Learning With TechnologiesSession IIJanuary 16, 2012Varia: According to the course syllabus, the Presentation are due on Feb 13. I need to know their topic and who they will be working with next week1Collaboration with other learners allow for the reliance on each others knowledge to solve problems or perform a task.Conversation among learners allow for social negotiation a common understanding and ways of accomplishing it.When learners are actively working toward the achievement of a goal, learning is strengthen. AuthenticSituated in real-world context or problem based learning allow for better understanding, remembering and transfer to new situations.IntentionalCooperativeIntentional-goal directed working towards a goal so the learner must figure out how to get there8Activity is necessary but not sufficient for meaningful learning.Learners must articulate what they have learned and reflect on it.By explaining what they observe, learners construct their own mental models-internal representation of realityThe reflective process allows for the integration of new knowledge with old one.constructiveBeing able to explain what you learn in your own words is an indication that you have an understanding of the material. Reflection allows for the integration of the new knowledge with old one7Tech barrier: One-to-oneSocial barrier: Digital immigrantsPhysical barrier: School designSo what can be done?Consult the studentsCombine what we know about education with what we know about technologyBarriers to integrationChildren know more than we do and we cant invent the education for them4Characteristics of Meaningful learningFor meaningful learning to occur, the learning task should beActive manipulative/ObservantIntentionalGoal-Directed/RegulatoryAuthenticComplex/ContextualCooperativeCollaborative/ConversationalConstructiveArticulative/ReflectiveThe idea is that rather than focusing on knowledge generation, students need to recognize how to solve problems, understand new phenomena, construct mental models of the new phenomena, set goals and regulate their learningAfter going through the characteristics, give worksheet 15For meaningful learning, the learners must be actively engages in a meaningful task where they are manipulating objects in the environment and observing the results.ActiveUsing technologies to facilitate meaningful learningLearning from technology - technology as a teacherProduction of what the teacher requires using word processing, data based tools and graphic toolsDrill and practice ( with technology - technology as a partner in the learning processIf there is time, go to pbs games discuss the benefits of the drills as well as the disadvantages9Learning with technologyTechnology is more than the hardware and consists of the design on the instruction and the environment (system approach)Learning technologies is any environment that engages the learners in active, constructive, intentional, authentic and cooperative learningTechnologies are not conveyors of meaningTechnologies must fulfill learners needsLearners and technologies should be intellectual partnersHelp learners articulate what they knowHelp learners reflectSupport negotiation for meaning makingSupport the construction of personal representation of meaningAssumptionTake a break now10System approach to lesson (unit) designTook away the administration11The Quebec education programProgression of LearningCross curriculum competenciesThe QEP contains nine Cross Curriculum CompetenciesIntellectual competenciesTo use information; To solve problems; To exercise critical judgment; To use creativityMethodological competenciesTo adapt effective work methods; To use ICTPersonal and social competenciesTo construct his/her identity; To cooperate with othersCommunication competenciesTo communicate effectively13Subject matter competenciesEach of the subjects has its own competencies outlined in the QEP which may be general to all cycles or cycle specificFor example: Mathematics, Science and TechnologyTo propose explanations for or solutions to scientific or technological problemsTo make the most of scientific and technological tools, objects and proceduresTo communicate in the languages used in science and technologyCultural references include for example how science and technology interact with people, How history effected science and technologies, important people that effected sciences discoveries and Essential knowledge is the concepts that the students must acquire15Progression of learning in details the knowledge and skills that the student must acquire for each subject matter competencyLast week taskLook at the QEP science curriculumLook at the progression of learning under the section Earth and Space Use the Inquiry Unit Form to complete the first two sectionsUsing the Constructivist Lesson (Unit) FormQEPCross curriculum competencies: To use ICTTo use ICT to carry out a taskScience specific competenciesTo make the most of scientific and technological tools, objects and procedureEarth and Space - EnergySource of energyTransmission of energyHand in the first page18Progression of learningStudent construct knowledge with teachers guidanceStudent apply knowledgeGuiding QuestionA guiding question is the fundamental query that directs the search for understanding. Everything in the curriculum is studied for the purpose of answering it. Guiding questions help provide focus and coherence for units of study (Traver, 1998) Characteristics of Guiding questionsGood guiding questions are open-ended yet focus inquiry on a specific topic.Guiding questions are non-judgmental-there is no right or wrong answer, but answering them requires high-level cognitive work.Good guiding questions contain emotive force and intellectual bite.Guiding questions are succinct. They contain few words but demand a lot.Hand out characteristics of good guiding question21DEVELOPING GOOD GUIDING QUESTIONS Determine the theme or concept you want students to exploreBrainstorm a list of questions you believe might cause the students to think about the topic but that don't dictate conclusions or limit possible directions of investigation. If the unit is multi-disciplinary, the question must allow for multiple avenues and perspectives.Consider the six questions: who? What ? When? Where? How? and why?Assignment 2With your partner, develop the guiding question and write it down in the Constructivist Lesson (Unit) Form Unit Form