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Five elements of constructivist approach to teaching
Five elements of constructivist approach to teaching
Five elements of constructivist approach to teaching
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Situated cognition is “the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life” (Brown, Collins, & Duguid, 1989). A close relative of cognitive apprenticeship and constructivism, this concept encourages educators to construct an environment that mimics as closely as possible the setting in which their instruction will actually be put to use. Whereas cognition and the situation it was learned in had historically been considered separate entities, they are now thought to be indivisible from one anther. When students get feedback from within their learning setting, an improved learning experience occurs. When provided the opportunity and framework for feedback and revision, the understanding that a student achieves is deeper and more meaningful. Further, technologies which promote such a dynamic communicative situation for a student will produce a more learned one.
Learning is described as generative; that is, as an act of creation or co-creation, as social, or occurring in partnership with others, and as occurring in the “lived-in world”, which means that it takes place in settings that make what is learned more relevant, useful, and transferable (Brill, 2001). Therefore, the activity during which knowledge is acquired is now considered to be inexorably linked to the learning itself. It is not considered supplementary, secondary or in addition to learning. Rather, the situation is part of the cognition. A recognized leader in the situated cognition movement, Allan Collins identified four benefits of using situated cognition as a learning model. First, students learn about the conditions for applying knowledge. Second, students are more likely to engage in invention and...
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...Research Library database. (Document ID: 990079491).
Driscoll, M. P., (2002) Information, E. C. o., & Technology, S. N. Y. How People Learn (and What Technology Might Have To Do with It). ERIC Digest.
Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II, pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates.
Marra, R. and Jonassen, D. (1993). In Ely, D. and Minor, B. (Eds), Educational Media and Technology Yearbook. Libraries Unlimited, Inc. Published in cooperation with ERIC and AECT., Englewood CO, pp. 56-77.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
By crowdsourcing and emergence proposes that people communally are capable of higher -level thinking. She describes numerous ways for harnessing of this intelligence by institutions today. Davidson’s experience of difference influenced her attuites toward learning, and those attitudes have been shaped by the example of her mother in law, Inez Davidson. She values the past in her philosophy and dives deeply into the roots of modern higher education with an enlightening description of the reforms that Charles William Eliot brought to Harvard during his presidency. In contrast, Ho suggests that intelligence or “smartness” is not a matter of computing power of brilliance, but rather it is an ideology: “coproduced through the interactions of multiple institutions, processes, and American culture at large”, which contribute to the vast influence of certain groups of people (Ho
For several years, I have been curious about the role of cognition in human learning, namely: how we learn, unlearn and relearn. How can new technologies can be applied to improve learning? I believe knowing how to learn, unlearn and relearn, especially in collaborative teams, equips us with the ability to know how to apply knowledge and skills to address problems of the 21st century. My goal is to work with the best people possible in order to conduct research and develop technology solutions that help people achieve their full learning potential. The inspiration drawn from Dr. Saxberg’s achievements, along with my experience in academic research, learning sciences and technology design, and recommendations from a group of accomplished faculty at the University of Washington, have convinced me the ideal path to take is to pursue a PhD in PSE / LSTD at Stanford University. This is [a, the] critical next step towards achieving my aspiration.
... to understand as to how learning can take place within technology-supported learning environments and what is the role of technology, with taking into account its functional value (i.e., affordances) that such technologies and environments have.
van Oostveen, R. (2014). Syllabus for EDUC 5101G Learning With Technology. Retrieved from Blackboard EDUC5101G Course Web Site: https://uoit.blackboard.com/bbcswebdav/pid-464061-dt-content-rid-2012785_1/courses/20140172557.201401/EDUC5101_course_outline2014_v2.pdf
Education week, 22(41) p.12. Retrieved September 28, 2003 from EBSCO database (Masterfile) on the World Wide Web: http://www.ebsco.com.
It is very hard not to realize that technology has overpowered education in many ways. “Technology integration is similar to a tidal wave, growing silently in strength, then falling with an unstoppable roar upon those who paid no attention or showed little interest” (Guhlin, 40). Nowadays, computers are almost considered a necessity in the classroom, and are the main component of technology integration. Computers are being used in more numerous ways, besides only being used for basic word processing. With a simple computer, copious availabilities of technologies can be used in the classroom. “The one thing that is so great about the computer is that it does give a lot of instruction--and you don't need to have hearing to take advantage of it” (Anderson, 12). It’s amazing how one simple screen can provide everlasting opportunity for learning.
Cognitive theory is concerned with the development of a person’s thought process. Cognitive theory influences how one understands and interacts with the world. Cognitive Theorist Paiget, proposed an idea that served information on the development to account for the steps and sequence of children’s intellect differently than adults. This paper will compare and contrast the 3 cognitivist theories: Piaget’s Cognitive Development Theory, Vygotsky’s Socio Cultural Cognitive Theory and the Information Processing Approach in Kermit and the Keyboard.
Daniel, K. (1995). The Learning and Teaching Environment. Available: http://tecfa.unige.ch/tecfa/research/CMC/andrea95/node4.html. Last accessed 29 OCT 2011.
Image a school with laptops available to each student to complete their class notes, teachers who are able to help their students through the screens of their computer, children who are excited to learn about numbers with the help of cute, animated characters. With the endless advancement of today’s technology, schools across the world have begun integrating various technology into their curriculum. These devices have the potential to greatly impact students in their learning. When a school opts to use technology in a school setting, the most important factors they should take into consideration are the benefits of using technological devices, the effectiveness of technology used
Wilson, Arthur L. The Promise of Situated Cognition. New Directions for Adults and Continuing Education, No. 57, Spring, 1993
How do people learn? A question of interest for both students and teachers. People are different so it should be obvious that there are different methods of learning and teaching. This paper will focus on the Social Cognitive Learning Theory (SCLT), the Constructivist Learning Theory (CLT) and their connection to practice. How each theory can be used to guide and plan educational programs will be discussed with examples to demonstrate how learning outcomes can vary with theory application.
" 51.9 (2008): 1352-1375. Web. 13 Nov. 2013. Schacter, John. " The Impact of Education Technology on Student Achievement."
Viadero, D. (2003, April 30). Nice work. Education Week, 22(33), 38-41. Retrieved September 24, 2003, from Academic Search Premier/Ebsco.
Earle, Rodney S. 2002, “The Integration of Instructional Technology into Public Education: Promises and Challenges”, Educational Technology, vol. 42, no. 1, pp. 5-13, viewed on 12 January
Starr, L. (2011, June 14). Education World. Retrieved 11 2, 2013, from Technology Integration/ Ideas That Work: http://www.educationworld.com/a_tech/tech/tech176.shtml