Technology and Education
The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. Traditionally, teaching did not require that the instructor also be learner, but only expert. Those who taught could do so in communicative (non-)interaction with the learner in a manner of talking-at. This is no longer adequate. Techno-pedagogy demands that life world experience be enmeshed in hyper learning. Neither theory nor practice, singularly, is a viable method of instruction -- regardless of the discipline and its methodological heritage. Teachers must now interact with learners by talking-through.
Pedagogical approach
Pedagogically speaking, cognitive and constructivist learning theories serve as anchors in the design process of our computerized learning environments. These theories define the role of the learner differently from the behaviorist model, where the student is seen as a funnel and the teacher, the information provider. Thanks to the work of the constructivists and cognitive scientists, we now know that the learner plays an active role in building his knowledge and that he has a unique and personal way of thinking and learning, although subjected to some universal cognitive limitations.
Techno pedagogy
Techno-pedagogy is a key deciding factor in whether an educational media product is successful or not. What exactly is meant by this term? Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting, derived from the Latin 'texere' (to weave or fabricate). Here, 'techno' is a qualifier; it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information.
What are the key elements of any ICT based pedagogical design?
In any pedagogical design the key elements are:
• The learning needs
• The public target
• The learning objectives
• The content
• How to measure the outcomes
In the specific case of ICT:
• The level of technology knowledge of the students
• How we can use technology to improve the experience of learning
Talking Towards Techno-Pedagogy:
Ò 1) What are pedagogical approaches you use in social science classes?
Ò 2) Kinds of resources you encounter and need for class
Ò 3) What roles and responsibilities do you currently assume regarding the use and instruction of technology?
Ò 4) What goals do you have for collaboration in this area?
Ò 5) What resources are you considering devoting to its future development?
E-Learning
e-Learning is defined as ‘learning facilitated and supported through the use of information and communications technology (ICT).’ The e-learning and Pedagogy programme aims to ensure that e-Learning should be ‘pedagogically sound, learner-focused and accessible
Virtual learning environment (VLE)
A virtual learning environment (VLE), or learning platform, is an e-learning education system based on the web that models conventional in-person education by providing equivalentvirtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links..
Virtual field trip
Ò A virtual field trip is a guided exploration through the world wide web that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience.
Ò It is an inter-related collection of images, supporting text and/or other media, delivered electronically via the World Wide Web, in a format that can be professionally presented to relate the essence of a visit to a time or place. The virtual experience becomes a unique part of the participants' life experience.
Pedagogy and e-Learning
Ò e-Learning and collaborative/co-constructive pedagogies go together. The dynamics of classrooms change when e-Learning is part of the regular learning environment.Using collaborative, interactive pedagogies that also foster co-operation, appear to lead to effective learning and better teacher/student relationships over time.Technology in classrooms becomes an effective tool when teachers deliberately use them in relation to appropriate and targeted pedagogical practices.
ICT in Class room
Ò From Behaviourism to Constructivism
- Psychological way of thinking
- Construction of knowledge
- Inquiry/ Scientific method
- Learning through social interaction
- Global society
- Bring society into the class room
(Internet & Multi- media merits)
Impact of ICT
1. Higher order thinking
2. Divergent thinking
3. Scientific temperament
4. Learning by doing
5. Real & concrete experience
6. Learner centered teaching & learning
7. Concept of Multiple Intelligence
8. Both IQ & EQ develops
9. Equal opportunity to all
10. Considering individual difference
11. Co- operative & Collaborative learning
12. Play-way method- Stress on games
How can the use of ICTs help improve the quality of education?
• Motivating to learn.
• Facilitating the acquisition of basic skills
• Enhancing teacher training
• Active learning
• Collaborative learning
• Creative Learning
• Integrative learning
• Evaluative learning
Internet as a Mass Media
Main functions:
-Collection, distribution & interpretation of information
-Provision of a medium for different types communication like text voice, on-line etc
-Entertainment & Socialisation
-Transmission of social heritage from one region to another & from one generation to other
-Enrichment of economy & culture
-Provision of a worldwide single communication channel
On-line teaching – Merits
-Informal & non- formal education
-Low cost & time saving
-Privacy
-Self Pacing
-Individual difference
-No need for formal set up
-Self motivation & self discipline
Content & Design of an on-line Teaching material
The scope of the materials should be determined & a creative treatment should be made. The subject expert should specify what will be taught & how it will be presented
How much content should an e-lesson include?
Ò A single e-lesson should not take more than 30 minutes of learning time.
Ò How many pages of content should the SME submit to create a single e-lesson?
Ò There are no precise rules on this; it depends on the level of complexity and on the number of questions and interactions in the lesson. For a 30-minute e-lesson that included 30 screens (using an estimate of 1 minute per screen of, for example, a text/image or a feedback window), approximately 10-15 pages of content would be required.
Tips for developing a demonstration-practice lesson
Ò You can use an animation (e.g. a flash animation) to demonstrate the procedure. This should be accompanied by a detailed verbal explanation, in the form of written text or audio comment.
Ò Allow the learner to control the animation by providing play, pause, stop and reload buttons.
Ò Integrate different media to present the example (e.g. a picture and text or audio narration). If the example is long or complex, break it up into smaller components.
Ò Display on-screen text to provide the best readability and clarity. If possible, use diagrams, graphs and flow charts to help the learners understand the content.
What is blended learning?
Ò This refers to learning models that combine traditional classroom practice with e-learning solutions. For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list.
Ò “Blending” was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live Instructor altogether.
Pedagogy and “webogogy”
Ò The Internet provides a wide range of scope for integrating varied learning experiences and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans.
The various skills and competencies to be developed on the part of student teachers would be:
• Surfing the Internet and locating useful information from the Internet for the development of lesson plans.
• Developing lessons plans incorporating student use of technology in the learning process.
• Evaluating and selecting appropriate software for a particular subject and per student needs.
• Generating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing.
• Managing student data ; using data management tools for efficiently managing learning.
• Using technology to gather, organize, and report information about student performance like Excel and Access for database management.
• Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications.
• Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops and seminars.
• Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among students.
