Chapter 17- Informal Learning
1.Describe the synergies between Constructivist theory and web 2.0. Give some examples of how web 2.0 support learning from a Constructivist’s perspective.
The Constructivist theory is a theory that is based on the gradual development of skills and concepts over a course of time. Multiple stimulants and environments contribute the learning culture, therefore making the learning well rounded and creative, able to construct or build knowledge from past experiences. In learning related to Web 2.0 technologies, a similar approach is used to develop life long learning techniques. These techniques reinforce the the Constructivist learning theory by gradually scaffolding concepts and elaborating on sequences as knowledge and ideas become more expansive. Web 2.0 experiences often involve social interaction, creative correspondence and intellectual stimulation which in turn, leads to informal learning that is the foundation of the Constructivist model (Reiser, 2012). The TPACK model helps compound these concepts by integrating several elements of learning including technological, pedagogical and content knowledge as it relates to technology (Joyce Hwee Ling, K., Ching Sing, C., & Ching-Chung, T., 2014).
2. Do you place more value in formal or informal learning? Explain why. Describe some informal ways that you’ve learned during this course and list some strategies that could be incorporated to enhance informal learning for future iterations of this course.
Learning has become a trademark characteristic of success in our culture, and in many others. The academic setting is one to be regarded with prestige and honor. However, there is a lot to be said, perhaps a lot more, about informal learning that takes place as a result of interaction among peers and daily activities. The first three years of human life provide a substantive look into the value, and quality of informal learning. While skills seem mediocre, when compared with academic scholars, the quantity of information and the quantity of information that is obtained through informal means in monumental. In my experience in this course, I have learned a lot through peer to peer interaction and discussions. Often there are instances when peers have touched on a topic from a perspective that I may not have anticipated and helped to gain new perspective. These quick, informal learning experiences do not always feel like learning and can often be absorbed with ease (Reiser, 2012).
Chapter 21- Instructional Designers and P-12 Technology Integration
1. Describe how you would incorporate technology in a lesson plan to master the twenty-first century skills? What types of projects or tasks would you assign to students? What types of technology would you utilize? Discuss how you would evaluate the mastery of each skill?
Technology is an essential element of learning and is a critical element that should be infused to lesson planning, curriculum and instruction in both higher learning and elementary atmospheres. Twenty-first century skills are defined as skills that incorporate technology to enhance creativity, critical thinking and problem solving skills through collaboration and communication (What are 21st Century Skills, 2014). A typical elementary class lesson plan could begin with a screencast introduction of the concept that students will be studying. With the use of Jing and Screencast, vivid images and descriptions could be incorporated to give the students clear insight and perspective on how to incorporate new learning with skills that they have already acquired. In addition, students can be assigned a project via PBworks.com to collaborate on a group project, therefore reinforcing collaborative and interactive skills. Also, students can use interactive websites, as presented on the teacher blog to provide insight and links to the websites that students need to attend to. Mastery of the concepts and skills would be determined using rubric scales and traditional formative and summative assessments.
2. The Tech-2-U company is providing each sixth-grade student in a small rural elementary school with the latest version of wireless laptops. The company also is providing free wireless Internet access to the school and community. The students keep their laptops 24/7. The challenge for each teacher is to determine how to ensure that the focus of laptop use is outcome-oriented rather than device-driven. What are the characteristics of an integration lesson that would result in students achieving the lesson objectives or outcomes? What is your perception of a “device-driven” lesson? What are the main concerns of using a device-driven approach?
Using technology is a vital element of progress and can vastly determine the success or failure of a district. For a rural district, newly awarded with wireless internet connections and laptops, it is important to prioritize and focus on creating outcome-oriented lessons that use the computer as a supplement to learning. Several components of an outcome-oriented lesson include clear objectives, clear assessments, research based methods for incorporating technology and meaningful instruction via Web 2.0 software. It is important that core skills, as mandated by federal and local mandates, are still taught and that the functionalities of the computer are used to reinforce and remediate the skills through group projects and review lessons. A device driven lesson would provide contrary results, making the device or the computer the object of the lesson. The main concerns of creating a lesson based on simply incorporating the device would include the misrepresentation of skills in an effort to incorporate technology, poor planning and inadequate resources. While technology is a substantive and positive tool for enhancing several twenty-first century skills, it is important to incorporate such technology with meaning and best practices for incorporating technology.
Chapter 23- Developing Learning to Meet Complex Challenges for an Undivided World
1. Compare and contrast "technology for education" in the developed world with that in the undeveloped world. What are some challenges that instructing without computers might cause and how would you overcome them?
Technology for education has vastly different meanings depending on the standard of living and the resources available for basic survival. In the developed world, technology for education includes learning tools include smart boards, laptops, projectors, ipads and other tools to facilitate web 2.0 instruction. In impoverished nations, technology for education might include pencil & paper as opposed to chalk and boards. It might mean the ability of each student to have a book, not to share with several other peers. Depending on the regional location and the geographic benefits of the area, technology for education may have a vastly different perspective. Of course, in underdeveloped third world countries where a book is a cherished gift, and people often have no running water or electricity, the use of computers, wi-fi or other electronic devices is obsolete. Instructors in these regions have to be well prepared with a vast array of information, because they cannot instantly access new information at the touch of a button. In addition, students and teachers would have to manually write everything. Traditional, rote memory forms of teaching would have to be used to instill concepts and skills, with the integration of games, collaborative learning techniques and cooperative education.
2. How is being a physicist like being an Instructional Designer? What type of scientific principles might you employ to design a curriculum?
Being an instructional designer is a systematic, routine profession similar to that of a scientist or a physicist in particular. A physicist analyzes problems and determines systematic solutions to simplify life, as a result of the presented problem. Instructional designers operate on a similar spectrum analyzing problems and providing solutions to simplify life and learning. As an instructional designer there are several scientific principles that can be implemented into design. The scientific method utilizing a prediction, problem, observations and solution can be implemented to effectively communicate new lessons and routines. When an instructional designer creates a lesson, first they analyze a situation and conduct a needs assessment, determine what deficiencies exist, create a lesson and observe the responses and determine the outcome or the learning that took place.
References
Joyce Hwee Ling, K., Ching Sing, C., & Ching-Chung, T. (2014). Demographic Factors, TPACK
Constructs, and Teachers' Perceptions of Constructivist-Oriented TPACK. Journal Of
Educational Technology & Society, 17(1), 185-196.
Reiser, R. (2012). Trends and issues in instructional design and technology. 3. Pearson
Publishing
What are 21st Century Skills? (2014). ATCS21 Assessment & Teaching of 21st Century Skills.
