Perspectives on Teaching and Learning with Computers

Instructional ComputerInstructional Computer

TECH2111

Dr. Alaa SadikInstructional & Learning Technologies Department

[email protected]

Instructional ComputerInstructional Computer

TECH2111

Lecture Two: Perspectives on Teaching and Learning with Computers

“We shouldn't use computers or technology without thinking about how kids will learn!”

(Gardner, 1996)

Remember Last Lecture!

Introduction Computers have changed the face of the world:

how? [p.4]. Computers at schools: past and present [p. 5]. Computer integration into the curriculum: why?

[p.10,11], how? Computers and changes in the educational

system [p.18].

Textbook: pp.4-20

Perspectives on Teaching and Learning with Computers

1. Learning theories

2. Cooperative learning

3. Types of intelligence

4. Perception

5. Assessment

Textbook: 89-119


1. Learning theories

Behaviorism Constructivism

Textbook: 89-96

Perspectives on Teaching and Learning with Computers1. Learning theories

Behaviorism: Assumptions1. A teacher-directed approach (controlled by the

teacher).2. Learning is manipulated by the teacher (the

source).3. Learning is described as a stimulus and response

relationship.4. The primary means of investigating learning is by

observation. 5. Students learn new concepts via the observation of

the teacher and content.

Textbook: 89-96


Behaviorism: Assumptions6. Learning content is provided in small chunks

(steps).7. Learning content is provided in linear sequence.8. The student can’t study a new topic before

achieving the prior topic.9. Learning processes can be studied most objectively

when the focus of study is on stimulus and responses.

10. Learning involves a behavior change.Textbook: 89-96


Behaviorism: Elements of good lesson1. Gaining attention2. Informing learner of the objective3. Recall of prerequisite learning4. Presenting the stimulus material5. Providing learning guidance6. Electing the performance7. Providing feedback8. Assessing the performance9. Enhancing retention and transfer

Textbook: 89-96


Behaviorism: Example of softwareDrill and practice software

Tutorials

e.g., Math Blaster, Math Munchers Deluxe Word Munchers Early Music SkillsOrganic Chemistry

Textbook: 89-96


Constructivism: Assumptions

1. Learning is an active and individualized process.2. The learner must construct new knowledge based

on his/her own individualized experience (learner background).

3. The student is the producer of information rather than the consumer.

4. The teacher is a member of learning community rather than the only source of information (facilitator).

5. Learning emphasizes the application of knowledge in real life situations.

Textbook: 89-96


Constructivism: Assumptions

6. Teaching must fosters critical thinking and creates active and motivated learners.

7. Learning is a cooperative process constructed within the social context of the classroom.

8. Assessment is a continuous and interactive process that measures the achievement of the learner and the quality of the learning experience.

Textbook: 89-96

Perspectives on Teaching and Learning with Computers2. Cooperative learning

Textbook: 97-98


Ways of learning: Individual (alone) Competitive (against each other) Cooperative (together)


Is a productive strategy that uses small teams of students through which they work together to develop communication skills, higher-order thinking skills, and social awareness, and maximize learning.

The computer is a powerful tool for facilitating cooperation can serve an important role in cooperative learning environments.

Suitable for computer-poor schools

Perspectives on Teaching and Learning with Computers3. Types of intelligence

Professor Howard Gardner

Perspectives on Teaching and Learning with Computers3. Types of intelligence1. Linguistic enjoy writing, reading, telling stories or doing crossword puzzles.

2. Logical-Mathematical interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.

3. Bodily-Kinesthetic process knowledge through bodily sensations, often athletic, dancers or good at crafts such as sewing or woodworking.

4. Spatial think in images and pictures, fascinated with mazes or puzzles, or spend free time drawing, building with Leggos.


5. Musical always singing or drumming to themselves. They are usually quite aware of sounds others may miss.

6. Interpersonal leaders among their peers, good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence.

7. Intrapersonal shy, aware of their own feelings and are self-motivated.


Using Technology to Teach to the Multiple Intelligences

Example: Linguistic IntelligenceThese kids are most likely to use word processing programs on the computer than anything else. They will know how to manipulate the text, do crazy things like create columns and outlines that actually work and look good.


Using Technology to Teach to the Multiple Intelligences

Example: Linguistic IntelligenceTo use their linguistic intelligence to benefit the entire class, you might want to consider making these students the recorders of any group they work with. If you are creating a newsletter in your classroom, for example, have these kids type in everyone's contributions and work on the layout. They will be able to write some excellent articles as well.

More examples available at:http://172.26.10.114/courses/tech2111/resources.htm


4. PerceptionPerception is the process of acquiring, interpreting, selecting and organizing sensory information.

e.g., visual perception, auditory perception

Textbook: 89-119


4. PerceptionBecause perceptions are organized into understandings:

The quality of the visual and aural stimuli embodied in software is very important.

Software design must limit distraction and guide the learner’s attention to the essential information.

Textbook: 89-119


5. AssessmentAll those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.

Learners learn best when they ... understand clearly are given feedback are given advice are fully involved

Textbook: 98-100


5. AssessmentAssessment should be performance-based (authentic)

Authentic assessment refers to assessment tasks that resemble real-world situations promote higher-order thinking solve problems

Textbook: 98-99

Discussion &Conclusion

Perspectives on Teaching and Learning with Computers

Technology

assumptions learning

learning content

learning experience

learning guidance

learning processes

cooperative learning

member of learning community

assumptions teaching