MIT6001 IT in EducationAn Overview 2nd term

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MIT6001 IT in EducationAn Overview (2nd
term)1 Establishing the Psychological
Framework December 16, 2005

• Dr. Peter Chan ?????
• Asst Professor of Instructional Technology,
• Brigham Young University Hawaii
• Visiting Professor,
• Chinese University of Hong Kong

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Beliefshttp//www.ed.uiuc.edu/EPS/PES-yearbook/96
_docs/orton.htmlChan, P. (2005) Examining the
Psychological Impact of Video Cases for Teacher
Education. Paper presented at the International
Conference on Computers in Education, Singapore.

• A teachers belief affects student learning,
  teacher learning, instructional methods,
  technological implementation strategies, etc.
• What are your beliefs of a teacher? Example
• Draft, share, continue (3 to 5 points)
• What are your beliefs of a learner? Example
• Draft, share, continue
• What are you beliefs about technology in
  education?
• Draft, share, continue

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Exercise Lesson Plan

• Draft a plan for a 50 min lesson
• The lesson plan should state the following
• Purposes
• Learning outcomes
• Activities
• Technology
• Strategies for ensuring learning
• Audience, schedule
• Rationale

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Hard vs. Soft Technologies

• Hard technology products
• E.g. computers, satellites
• Soft technology processes
• Ways of thinking about problems
• Strategies for solving instructional problems

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Learning

• The development of new knowledge, skills, or
  attitudes as an individual interacts with
  information and environment
• How instructors view the role of media and
  technology in the classroom depends on their
  beliefs about how people learn.
• Some prominent theories of learning
• Behaviorism, constructivism, social-culturalism

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Behaviorist Perspectivehttp//www.dmu.ac.uk/jame
sa/learning/behaviour.htm

• Classical conditioning (Ivan Pavlov)
• Operant conditioning
• (B. F. Skinner)

http//www.duq.edu/tomei/ed711psy/doggie.gif
http//www.vetmed.auburn.edu/ibds/images/sb.gif

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• http//inside.salve.edu/walsh/class_oper_comp.jpg

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Behaviorist Perspective (cont)

• Leads to programmed instruction improved
  instructional design
• Example http//www.centerforpi.com/cgi-local/What
  IsPI_MainMenu.pl
• Relies solely on observable behaviors and not
  speculate on what goes on internally
• Limited application in designing instruction for
  higher-level skill

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Constructivist Perspective http//carbon.cudenver.
edu/mryder/itc_data/constructivism.html

• Individuals construct their own understanding of
  the world
• Learning constructing meaning
• Learning in the context of the student
• Understanding parts in the context of wholes
• Understanding students mental models ? effective
  teaching

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Constructivist Perspective

• Learning constructing ones own knowledge by
  integrating new information into current schema
  (mental structure)
• Disequilibrium mental conflict which demands
  resolution
• Assimilation If the new information makes sense
  to the existing mental structure of the learner,
  then the new information item is incorporated
  into the structure.
• Accommodation If the new information is very
  different from the existing mental structure of
  the learner, they are either rejected or
  transformed in ways so that it fits into the
  structure.
• Learning communities, authentic tasks,
  student-centered, real-world, hands-on

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Constructivist Perspective (cont)
http//www.funderstanding.com/constructivism.cfm

• engagement of students in meaningful experiences
  as the essence of learning ? learners create own
  interpretations of world
• Customized vs. standardized curriculum
• Encourage students to analyze, interpret, and
  predict information
• Open-ended questions extensive dialogue
• Behaviorists the mind can be mapped by the
  instructor
• Constructivists instructors should provide ways
  to assemble knowledge, not to dispense facts

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Constructivist Perspectives (cont)

• Jean Piaget, Jerome Bruner, John Dewey, David
  Jonassen
• Lead to advanced technologies that emphasize on
  case/problem-based learning
• Rich content, user choice, multiple learning
  paths
• More difficult to build
• E.g. video ethnography

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Socio-culturalist Perspectiveshttp//carbon.cuden
ver.edu/mryder/itc_data/soc_cult.html

• Lev Vygotsky described learning as being embedded
  within social events and occurring as a child
  interacts with people, objects, and events in the
  environment
• Learning internalization of existing knowledge
  and tools of thought in a culture
• Culture teaches
• what to think (knowledge acquisition)
• how to think (Intellectual adaptation)

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Socio-culturalist Perspectives (cont)

• Learning a social process
• Level 1 learning through interaction ?
  integrated into individuals mental structure
• Level 2 learning potential for cognitive
  development is limited to a zone of proximal
  development
• Collaborative learning, discourse, modeling, and
  scaffolding

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Lev Vygotsky

• Every function in the childs cultural
  development appears twice first, on the social
  level, and later, on the individual level first,
  between people (interpsychological) and then
  inside the child (intrapsychological). This
  applies equally to voluntary attention, to
  logical memory, and to the formation of concepts.
  All the higher functions originate as actual
  relationships between individuals (Vygotsky,
  1978, p.57)

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Socio-culturalist Perspectives (cont)
http//www.funderstanding.com/vygotsky.cfm

• zone of proximal development
• adult support learning ? children independent
  learning/doing
• Problem solving responsibility shifts from adult
  to child
• Language
• Primary interaction adults transmit knowledge to
  children
• Primary tool of intellectual adaptation (internal
  language)

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Socio-culturalist Perspectives (cont)
http//www.funderstanding.com/vygotsky.cfm

• Curriculum children learn through interaction ?
  emphasize interaction ./. Learners learning
  tasks
• Instruction scaffolding (continually adjusting
  the level of adult help)
• Assessment assess both actual (without help) and
  potential (with help) development

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Exercise lesson plan II

• What is the learning theory implied in your
  lesson plan?
• What are the advantages and disadvantages of this
  theory in the context of your lesson?
• How would be your lesson like if you apply the
  other two theories?

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Instructional Features Supported By All
Perspectives
?

• Active Participation
• Practice
• Individual Differences
• Feedback
• Realistic Context (problem of inert knowledge)
• Social Interaction

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Instructional Methodshttp//edtech.tennessee.edu/
bobannon/instructional_methods.html

• Presentation
• Demonstration
• Discussion
• Drill and Practice
• Tutorial
• Cooperative Learning
• Gaming
• Simulation (e.g. http//vchemlab.chem.byu.edu/gase
  s/tour.htm)
• Discovery (trial error http//www.duq.edu/tome
  i/ed711psy/c_bruner.htm)
• Problem Solving

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Cooperative Learning http//www.sheridanc.on.ca/c
oop_learn/cooplrn.htm

• Heterogeneous groups of students working together
  to achieve a common academic goal or task while
  working together to learn collaboration and
  social skills
• Advantages active learning, social skills,
  interdependence, individual accountability
• Limitations student compatibility, student
  dependency, time consuming, individualists,
  logistic obstacles
• Integration beyond division of labor
• Technology-based cooperative learning
• improvement in managing information, allocating
  different individual responsibilities, presenting
  and monitoring instructional materials, analyzing
  learner responses, administering tests, and
  scoring and providing remediation for those tests
• CL pencil vs. CL computer
• http//www.stemnet.nf.ca/achafe/maj_index.html

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Assignment

• Complete your statements of beliefs of a teacher,
  learner, and about technology in education? (3 to
  5 points in each area)
• Complete your plan for a lesson or an
  instructional unit. The plan should state the
  Purposes, Learning outcomes, Activities,
  Technology, Strategies for ensuring learning,
  Audience, Schedule, and Rationale for the plan
• Answer the following questions
• What is the learning theory implied in your
  lesson plan?
• What are the advantages and disadvantages of this
  theory in the context of your lesson?
• How would be your lesson like if you apply the
  other two theories?

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Media

• Carrier of information between source and
  receiver
• Audio, printed materials, visuals, video
• ftp//ftp.prenhall.com/pub/ect/education.q-089/Hei
  nich/Flashbacks/chapter1b.pdf

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Humanismtechnology Correlations
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Dales Cone of Experiencehttp//web.utk.edu/mcca
y/apdm/selusing/selusing_d.htm

• Actual experience?observation of actual
  event?observation of some media?observation of
  symbols
• Learners benefit from abstract instructions based
  on their concrete experiences
• Concrete better understanding but more time
  consuming vice versa
• ftp//ftp.prenhall.com/pub/ect/education.q-089/Hei
  nich/Flashbacks/chapter1a.pdf

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Tans Roles of a Teacher

• A teacher for a day, a father or a mother for
  a lifetime A Chinese proverb
• I believe
• As a teacher, I need to establish good
  relationship with my students by loving and
  caring about them. Students do not care what I
  teach unless they know that I care. I should
  take the time to know each student (especially
  those who are disruptive in the class).
• I should have high expectations of my students
  and believe that every student can learn and
  wants to learn. Expectations need to be out of
  my students reach but within their grasps.
• I can always be effective in my teaching.
  Effective teaching includes retrieving previously
  taught materials, evaluating prerequisite skills
  for new materials which are taught in smaller
  chunks when giving a lot of guided practice
  before setting students free to do independent
  practice.
• My sincere and specific praise will increase my
  students self-motivation and contribute to their
  work. Feedback is vital to improvement. As
  stated, if students cannot recognize their
  mistakes, they cannot correct it. If students
  cannot see success or know that they have done it
  right, they cannot celebrates or learn from it.
• It is important to create a conducive learning
  environment. Students respond well when I am
  serious about learning and teaching.

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Tans Roles of a Learner

• Accept me as I am so I may learn what I can
  become Unknown