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Issues in Education and Technology

Issues in Education and Technology. Home. ώ Educational Issues ώ. Click on the box icon □ beside the word to go directly to a specific topic. Mark S. Baliguat 3 rd -Year BEED Gen. Ed. Click  Home. Directed Learning Theory. Directed Learning Theory

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Issues in Education and Technology

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  1. Issues in Education and Technology Home ώEducational Issuesώ • Click on the box icon □beside the word to go directly to a specific topic. Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  2. Click  Home Directed Learning Theory • Directed Learning Theory •  According to Doering and Roblyer (2010) "Learning is transmitted knowledge. Teaching should be directed, systematic and structured." (p.34) • Students should be given the same exams. Standardized exams are accountable. (Doering and Roblyer,2010) • Doering and Roblyer (2010) mention that, "Inquiry approaches are too slow to be practical; learning has to be teacher directed." (p. 34) Doering, Aaron H., Roblyer, M.D. (2010). Integrating Educational Technology into Teaching.Pearson Education Inc. Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  3. Click  Home Constructivist Learning Theory • Constructivist Learning Theory • Learning happens through construction, not through transmission. Students participate in hands on lessons and produce their own knowledge. (Doering and Roblyer,2010) • Allows students to express what they have learned in several ways. (Doering and Roblyer,2010) • As stated by Doering and Roblyer (2010), "Directed instruction is teacher centered; hands-on instruction is student centered." (p.34) Doering, Aaron H., Roblyer, M.D. (2010). Integrating Educational Technology into Teaching.Pearson Education Inc. Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  4. Click  Home Single Subject Instruction In this form , Teachers tend to give instruction in no overarching aim. They have nothing to say about the relative importance of various kinds of knowledge with respect to other subjects. They do not give students a mental framework for organizing and relating what they are taught. In a departmentalized setting, teachers specialize in one, or possibly two, subject areas and students move from one teacher to another throughout the school day. http://www.marionbrady.com/articles/journal/1993-SingleDisciplineKappan2-93.pdf. Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  5. Click  Home Interdisciplinary Instruction In interdisciplinary teaching, educators apply methods and language from more than one academic discipline to examine a theme, issue, question, problem, topic, or experience. Interdisciplinary methods work to create connections between traditionally discrete disciplines such as mathematics, the sciences, social studies or history, and English language arts. Jacobs, H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development. Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  6. Click  Home Future Roles of Emerging Technologies: The CSU Commission The California State University formed a systemwidecommission in 1991 to examine the role of emerging technologies as a means of addressing the three concerns that dominate virtually all discussions of higher education in this decade —student access, academic quality, and fiscal efficiency. Stephen L. Daigle and Patricia M. Cuocco, “Alternative Educational Delivery,” in Grasping the Momentum of the Information Age: Proceedings of the 1992 CAUSE Annual Conference (Boulder, Colo.: CAUSE, 1993). Available online at http:// www.cause.org/information-resources/ir-library/abstracts/ cnc9238.html Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  7. Click  Home • The Commission reached several interesting • conclusions: • Teaching and learning in the information age will be less print-oriented and classroom bound than ever before. • It will need to be less labor-intensive and more portable and modular in formats and delivery. • The home and the workplace may become the classrooms of tomorrow. Stephen L. Daigle and Patricia M. Cuocco, “Alternative Educational Delivery,” in Grasping the Momentum of the Information Age: Proceedings of the 1992 CAUSE Annual Conference (Boulder, Colo.: CAUSE, 1993). Available online at http:// www.cause.org/information-resources/ir-library/abstracts/ cnc9238.html Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  8. Click  Home • Instructional and support services will be based on the • convenience of the consumers rather than that of campus constituencies. • Education that is truly learner-centered ought to be delivered directly to the individual at a time and in a place determined by the learner. • The recent “marriage” of computing and various forms of telecommunications can be expected to increase the scope and pace of technological innovation almost beyond imagination. Stephen L. Daigle and Patricia M. Cuocco, “Alternative Educational Delivery,” in Grasping the Momentum of the Information Age: Proceedings of the 1992 CAUSE Annual Conference (Boulder, Colo.: CAUSE, 1993). Available online at http:// www.cause.org/information-resources/ir-library/abstracts/ cnc9238.html Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  9. Click  Home • Most estimates suggest that the technical • means for integrating the two dimensions of non-traditional instruction delivery and format are only a few years away. Stephen L. Daigle and Patricia M. Cuocco, “Alternative Educational Delivery,” in Grasping the Momentum of the Information Age: Proceedings of the 1992 CAUSE Annual Conference (Boulder, Colo.: CAUSE, 1993). Available online at http:// www.cause.org/information-resources/ir-library/abstracts/ cnc9238.html Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  10. Click  Home Technical Aspects Changes in society may influence the education sector -By shaping new divisions of labor in educational matters -By placing new demands on the education sector http://tntee.umu.se/publications/greenpaper/3.pdf Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  11. Click  Home Technical Aspects • In their turn these changes are presumed to influence teacher education. They become visible as changes in one or more of the following areas: • The aims and goals of teacher education • The contents of curricula • The cultures and methodologies of teaching and learning • The allocation of resources to various components of teacher education programs, http://tntee.umu.se/publications/greenpaper/3.pdf Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  12. Click  Home Technical Aspects • In their turn these changes are presumed to influence teacher education. They become visible as changes in one or more of the following areas: • The division of tasks between the different components of teacher education • The structure of organization of teacher education • Its institutional location Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  13. Click  Home Technical Aspects There are a number of reasons that education systems may decide not to integrate the use of technology into the curriculum, and especially not to hold teachers and students accountable for using technology in the teaching and learning process. Few education systems at this point can guarantee that all students have adequate and equal access to computers and the Internet to accomplish stated goals; a status that requires considerable resources for hardware, software, connectivity, technical assistance and teacher development. (Kerr, 1996) Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  14. Click  Home Technical Aspects However, the downside of not integrating technology formally into the curriculum is that the costly investment in technology will be underutilized and valuable resources will be wasted. Many teachers who have access to the technology will not use it, either because they don’t knowhow, are satisfied with their current approach to teaching, feel that using technology is too fraught with technical difficulties, or that they don’t have sufficient time to devote to the types of lessons best supported by technology. (Kerr, 1996) Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  15. Click  Home Technical Aspects Moreover, Kerr (1996) argues that integrating technology into classroom practice requires “a radical shift in both teaching style and the teacher’s vision of what classroom life is all about. This new vision is one that changes the teacher’s role in basic ways, reducing the importance of‘ chalk and talk’, increasing the need for sensitivity to individual students’ problems and achievements, shifting how classrooms are laid out, how evaluation is conducted, how teachers relate to their colleagues, and a hundred other particulars of daily life in schools” (p. 24) Mark S. Baliguat 3rd-Year BEED Gen. Ed.

  16. Click  Home References: Doering, Aaron H., Roblyer, M.D. (2010). Integrating Educational Technology into Teaching.Pearson Education Inc. http://www.marionbrady.com/articles/journal/1993-SingleDisciplineKappan2-93.pdf. Jacobs, H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development. Stephen L. Daigle and Patricia M. Cuocco, “Alternative Educational Delivery,” in Grasping the Momentum of the Information Age: Proceedings of the 1992 CAUSE Annual Conference (Boulder, Colo.: CAUSE, 1993). Available online at http:// www.cause.org/information-resources/ir-library/abstracts/ cnc9238.html Conception, Benjamin, et.al (2012). Let Reviewer, MET Review Center. Manila, Philippines. http://tntee.umu.se/publications/greenpaper/3.pdf Kerr, S.T. (Ed.) (1996) Technology and the future of schooling: Ninety-fifth Yearbook of the National Society of the Study of Education, part 2, pp. 131-171. Chicago: University of Chicago Press. Mark S. Baliguat 3rd-Year BEED Gen. Ed.

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