Download - Pedagogy for Technology Integration
Pedagogy for Technology Integration
Change of teacher’s role
• provider of knowledge• facilitator• organiser• instructor• diagnostician• partner
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Nir-Gal & Klein, 2004
Social constructivist philosophy
• project-based • problem solving• student-centred• active• discussion and reflection• based on prior understandings• construct new knowledge• collaborative social situations
Herring, 2001, Judson, 2006, Rivera, 2002
Contribution of New Technologies
Tool-for-teaching
Promotes autonomy and independence
Facilitates constructivist pedagogy
Technology Enhanced Learning (TEL)
Classroom Climate
Expectations and Values
•helping, not interfering
•caring
•generosity
•high standards
•mutual respect
•cleaning upRivera, 2002
Theory into Practice
Underlying philosophy not always put into practice in the classroom.Judson, 2006
Five Standards for Effective Pedagogy
Joint Productive Activity: Teachers and students producing together
Developing Language and Literacy Across the Curriculum
Making Meaning: Connecting School to Students’ Lives
Teaching Complex Thinking: Cognitive Challenge
Teaching Through Instructional Conversation
Center for Research on Education Diversity and Excellence (CREDE), 2002
Joint Productive Activity
Basis for dialogue and collaboration
Technology can supply the foundation for a project
Importance of classroom organisation and teacher’s role
•design
•match time
•arrange classroom
•participate
•organise groups
•plan with students
•manage access
•monitor and support
CREDE, 2002
Developing Language and Literacy
Opportunities
for
Interaction
‘purposeful, deliberate conversation between teacher and students’ (CREDE, 2002)
Connecting to Students’ Lives
Digital nativesCulligan, 2006
Cognitive Challenge
Differentiation
Higher order thinking
Instructional Conversation
Dialogue rather than lecture
Teacher as guide•small groups
•academic goal
•more student talk than teacher talk
•guide conversation
•includes
•listens
•questions, restates, praises, encourages etc.
CREDE, 2002
Conclusion
References• Center for Research on Education Diversity and Excellence (CREDE) 2002,
'The Five Standards for Effective Pedagogy', <http://crede.berkeley.edu/standards/standards.html> (6th May, 2008)
• Culligan, M. 2006, 'Digital natives in the classroom', <http://coe.sdsu.edu/eet/articles/digitalnatives//index.htm> (7 April, 2008)
• Herring, M. 2001, 'A conversation with Jane Healy', TechTrends, vol. 45, no. 1, pp. 9-11.
• Judson, E. 2006, 'How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?' Journal of Technology and Teacher Education, vol. 14, no. 3, pp. 581-597.
• Laurillard, D. 2007, 'Technology, pedagogy and education: concluding comments', Technology, Pedagogy and Education, vol. 16, no. 3, pp. 357 - 360.
• Nir-Gal, O. & Klein, P. S. 2004, 'Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment', Information Technology in Childhood Education Annual, vol. 2004, no. 1, pp. 97-119.
• Rivera, H., Galarza, S. L., Entz, S. & Tharp, R. G. 2002, 'Technology and Pedagogy in Early Childhood Education: Guidance from Cultural-Historical-Activity Theory and Developmentally Appropriate Instruction', Information Technology in Childhood Education Annual, vol. 2002, no. 1, pp. 181-204.