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Theories of Learning and ICT

Theories of Learning and ICT. October 2005 [Dimension 2.4]. Session objectives. Review some theories of learning relevant to ICT teaching Look forward to the PS lecture on this subject Discuss how knowledge of theories of learning can support more effective teaching. . Behaviourist theories.

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Theories of Learning and ICT

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  1. Theories of Learning and ICT October 2005 [Dimension 2.4]

  2. Session objectives • Review some theories of learning relevant to ICT teaching • Look forward to the PS lecture on this subject • Discuss how knowledge of theories of learning can support more effective teaching.

  3. Behaviourist theories • Associated with a ‘traditional’ model of learning • Learning as ‘conditioning’: behaviour as responses to stimuli – an individual responds to a stimulus by behaving in a particular way. Reinforced by reward/punishment • Link to motivation: extrinsic/intrinsic • Adult ‘expert’ responsible for teaching

  4. Computer-based ‘instructional’ programmes: learning broken down into small steps, model the role of the tutor: input - ‘drill-and-practise’ - test - feedback • Assumes repetition beneficial/essential • Computer doesn’t get bored • Non-judgemental feedback • Individualisation possible

  5. BUT: • Difficult (and expensive) to develop really effective models • Lack of human interaction ILS: Integrated Learning Systems

  6. Cognitive theories 2 main schools: • Information processing • Constructivist

  7. Gardner’s multiple intelligences • Linguistic (words) • Logical-mathematical (numbers & reasoning) • Spatial (pictures and images) • Musical (tone, rhythm, timbre) • Bodily-kinaesthetic (body, hands) • Interpersonal (social understanding) • Intrapersonal (self-knowledge)

  8. Piaget (constructivism) • Stages of mental development (concrete to abstract; sequential; age related) • Assimilation (new information fitted into existing mental model) • Accommodation (new information modifies the existing mental model) • Independent learner

  9. Vygotsky: social ‘interactivism’social constructivism • Learning in a socio-cultural environment • Importance of language (especially talk) • ‘Significant others’: more knowledgeable • Zone of Proximal Development (ZPD) (explore new territory by yourself compared to being shown round by a guide with local knowledge)

  10. ICT may be seen as mediating learning (ZPD) • Impact on interactions and relationships: teacher-pupil pupil-teacher pupil-pupil • ICT shifts the balance of power • Importance of interpersonal (social) exchanges during learning • Computer-mediated communications via the internet: implications for learners?

  11. In view of the limited availability of intelligent software, learning is as, if not more, likely to take place via the interactions of pupils with peers and the teacher while using ICT applications as it is via the interaction with ICT itself. Pachler, N (1999) Theories of Learning and ICT in Leask, M and Pachler, N (eds) (1999) Learning to Teach Using ICT in the Secondary School. Routledge, London

  12. Discussion question How can knowledge of theories of learning help us to become more effective teachers?

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