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Pedagogy for Technology Integration

Pedagogy for Technology Integration. Change of teacher’s role. provider of knowledge facilitator organiser instructor diagnostician partner. XXXXXXXXXXXXXXXXXXXXXXX. Nir-Gal & Klein, 2004. Social constructivist philosophy. project-based problem solving student-centred active

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Pedagogy for Technology Integration

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  1. Pedagogy for Technology Integration

  2. Change of teacher’s role • provider of knowledge • facilitator • organiser • instructor • diagnostician • partner XXXXXXXXXXXXXXXXXXXXXXX Nir-Gal & Klein, 2004

  3. 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

  4. Contribution of New Technologies Tool-for-teaching Promotes autonomy and independence Facilitates constructivist pedagogy Technology Enhanced Learning (TEL)

  5. Classroom Climate • Expectations and Values • helping, not interfering • caring • generosity • high standards • mutual respect • cleaning up • Rivera, 2002

  6. Theory into Practice Underlying philosophy not always put into practice in the classroom. Judson, 2006

  7. 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

  8. Joint Productive Activity • design • match time • arrange classroom • participate • organise groups • plan with students • manage access • monitor and support • CREDE, 2002 Basis for dialogue and collaboration Technology can supply the foundation for a project Importance of classroom organisation and teacher’s role

  9. Developing Language and Literacy Opportunities for Interaction ‘purposeful, deliberate conversation between teacher and students’ (CREDE, 2002)

  10. Connecting to Students’ Lives Digital natives Culligan, 2006

  11. Cognitive Challenge Differentiation Higher order thinking

  12. 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

  13. Conclusion

  14. 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.

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