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H - A - M - L - E - IC T

Teachers‘ Acting Patterns while Teaching with New Media in the Subjects German, Mathematics and Computer Science. H - A - M - L - E - IC T. Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung. ► i ntroduction

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H - A - M - L - E - IC T

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  1. Teachers‘ Acting Patterns while Teaching with New Media in the Subjects German, Mathematics and Computer Science H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  2. ► introduction methods & sample theoretical framework category system hypothetical results research purposes ▫ examine and describe teachers‘ acting patterns ▫ generate hypotheses concerning the connection between teachers‘ acting patterns and the influence of subject and level of media-experience ▫ contributing to the research objective of creating the basis for a complex theory about teachers‘ behaviour in context of ICT use H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  3. introduction ► methods & sample theoretical framework category system hypothetical results methods and sample ▫ Video camera observations (30 lesson) to identify teachers’ scripts and interviews (24 teacher) to analyze the subjective theories were used. ▫ 24 teachers; 3 subject-groups (Mathematics, Computer Science and German); 2 media experience-groups H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  4. introduction methods & sample ► theoretical framework category system hypothetical results theoretical framework heuristic model illustrating the cognition-action connection H - A - M - L - E - ICT subjective theories scripts acting in a situation Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  5. introduction methods & sample ► theoretical framework category system hypothetical results subjective theories Groeben et al. (1982): ▫ complex aggregates of cognitions about one‘s self and the world ▫ guiding cognitions for acting ▫ related to a specific domain H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  6. subjective theories ► including the topics: ▫ beliefs about the subject ▫ the subject-related academic discipline ▫ self-perception ▫ beliefs about the learning process ▫ the cognitive requirement in the subject being learnt ▫ the role of ICT and the media-related skills introduction methods & sample ► theoretical framework category system hypothetical results H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  7. scripts Schank & Abelson (1977): mental representation of a systematic acting sequence which is adapted to a specific situation and a specific objective introduction methods & sample ► theoretical framework category system hypothetical results H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  8. scripts introduction methods & sample ► theoretical framework category system hypothetical results H - A - M - L - E - ICT location actor action object result actor location action object result Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  9. “instructional” frontal instruction linear-systematic procedure controlling the learning process personal significance of success control lack of interdisciplinary aspects “constructivist” self-determined and cooperative learning, instructional abstinence using authentic problems reflection on methods and self evaluation. introduction methods & sample theoretical framework ► category system hypothetical results H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  10. action interaction form question knowledge divergent question question introduction methods & sample theoretical framework ► category system hypothetical results H - A - M - L - E - ICT instructional constructivist Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  11. introduction methods & sample theoretical framework ► categoy system hypothetical results object ICT software drill and practice simulation programme programme H - A - M - L - E - ICT introduction methods & sample theoretical framework ► category system hypothetical results instructional constructivist Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  12. Introduction ► theoretical framework examples & hypotheses methods and sample perspective H - A - M - L - E - ICT introduction methods & sample theoretical framework ► category system hypothetical results Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  13. PowerPoint used by teacher teaching material for presentation knowledge questions teacher as the dominant person students as reactive learners „I stand in front of students and stay there. The students aren’t able to work independently. That’s why I try to explain things using a whiteboard, special tasks and so on.” H - A - M - L - E – ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  14. 15 Computers used by students and teacher databank for getting information; work equipment for documentation a complex task teacher as a moderator, advisor students as independent learners “I try to prepare learning situations for students. I want to give them the possibility to learn independently. I try to place the responsibility on students.” H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  15. H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  16. introduction methods & sample theoretical framework category system ► hypothetical results H - A - M - L - E - ICT subjective theories instructional constructivist instructional constructivist scripts Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

  17. Thank you! H - A - M - L - E - ICT Prof. S. Blömeke, D. Eichler & C. Müller, Humboldt-Universität zu Berlin, Abt. Systematische Didaktik und Unterrichtsforschung

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