TEACHING AND LEARNING

FRAMEWORKS FOR INTEGRATING

TECHNOLOGY IN THE CURRICULUM INCLUDING BEST

PRACTICES

Rosalie G. Reyes

OBJECTIVES

Identify teaching and learning foundations or bases for effective technology integration.

Justify the relevance of ICT Integration to the Basic Approaches of Teaching.

TEACHING AND LEARNING FRAMEWORKS FOR TECHNOLOGY INTEGRATION

1. CONE EXPERIENCE- Devised by Edgar Dale

- Visual analogy which incorporates the merits of the different theories and principles of teaching and learning.

- -It has eleven bands which are distinct from each other but which can penetrate and crisscross one another during learning process as the need arises.

- Benjamin bloom

- Helps the teacher formulate instructional objectives which are specific, measurable, attainable, result-oriented, time bounded and more importantly high level in nature

-Most of the questions teachers ask should be under analysis, synthesis and evaluation

2.TAXONOMY OF EDUCATIONAL OBJECTIVES

BASIC APPROACHES RELEVANT TO ICT INTEGRATION

THE INQUIRY-BASED LEARNING

- Students should be encouraged to explore all resources and to be able to synthesize, evaluate and choose which of the information they gathered fit into their specific needs and problems.

- It is teaching how to learn not what to learn

- The students move from asking the low level questions of what, where, when to how and why to develop critical thinking

THE PROJECT-BASED LEARNING

- Learning takes place when a student feels that the purpose of undertaking an activity of which a tangible output must be produced as an end is structured to them

- More engaging on the part of the students because the responsibility for the learning outcomes is transferred from the teacher to the students

SIX A’S FOR PROJECT-BASED LEARNING

1.ATHENTICITY :

Does the project emanate from a problem or from a question that has meaning to the pupils?

Will the project answer the problem?

2.ACADEMIC RIGOR:

The project must cut across the different discipline so that the students can see how different skills gained from other activities can interplay with one another.

3. APPLIED LEARNING:

The project must promote hands on activity and must engage the group of students

4. ACTIVE EXPLORATION-Does the project require the students to engage in fieldwork, real investigation using variety of methods or media and sources and communicating what they learn through presentations or performances?

5. ADULT RELATIONSHIP-Do students meet and observe adults with relevant expertise and experiences? The adults herein referred to are the teachers who are expected to guide and facilitate that accomplishment of the projects.

6. ASSESSMENT PRACTICE-Will there be opportunities for regular assessment of student’s work, through a range of methods including

exhibits and portfolios?

COOPERATIVE LEARNING - An approach to teaching where students are grouped into small teams of not more than five sharing together a variety of learning activities to improve their understanding of the subjects.

- Made up of students with varying levels of ability and each of them is responsible in the quest for solutions or specific tasks.

- Each is encouraged to be responsible for each other, should assist each other to perform well.

ELEMENTS OF COOPERATIVE LEARNING

A. POSITIVE INTERDEPENDENCE- Each group member’s effort is required and are indispensable for the group’s success. Each one has a unique contribution or task to perform. B. FACE TOO FACE INTERACTION-It is an opportunity where discussion on how to solve problems can be done.

C. INDIVIDUAL AND GROUP ACCOUNTABILITY- Giving individual assignments, randomly asking the members to represent their group in class discussions so that they are always put on the alert.

D. INTERPERSONAL AND SMALL GROUP SKILLS- Leadership, decision-making, trust,

communication skills, conflict-management skills and social skills are being developed

E. GROUP PROCESSING- Reflect on their own learning and how

they are achieving their goals. They discuss how well they are performing, what member actions are helpful and not helpful, what behavior they should continue or change.

IDENTIFY :1. It is a framework for teaching and learning

designed to help the teacher formulate instructional objectives which are specific, measurable, attainable, result-oriented and time bound.

2. This is a visual analogy which incorporates the merits of the different theories and principles of teaching and learning.

3. The framework which was devised by Edgar Dale in his famous book, Audiovisual Methods in Teaching.

4. The framework which was designed by Benjamin Bloom.

5. The most important message given by this framework is the awareness that learning is more impressive if students are given adequate direct, real and hands on experiences.

APPLICATION:

Choose one of the Basic Approaches in Teaching and cite the relevance of ICT to the approach you have chosen.

EVALUATION Make a slogan about the relevance of ICT Integration to teaching. Explain.