Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved The Computer as an Educational Tool Chapter 1: Learning and Instruction

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved What are the basic tenets of behaviorism? Teacher-centered Teacher as expert Teacher as dispenser of information Learning as a solitary activity Assessment primarily through testing Emphasis on “covering” the material Emphasis on short-term memorization Strict adherence to fixed curriculum

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved What are the basic tenets of constructivism? Learner-centered Teacher as member of learning community Teacher as coach, mentor, and facilitator Learning as a social, collaborative endeavor Assessment interwoven with teaching Emphasis on discovering and constructing knowledge Emphasis on application and understanding Pursuit of student questions highly valued

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Cooperative Learning versus Learning Communities Cooperative Learning: –Promotes the development of communication skills, higher order thinking skills, positive self-esteem, social awareness, improved motivation, and a greater tolerance of individual differences Learning Communities: –Promotes the building of communities, group construction of knowledge, supporting learners through encouragement, documenting reflections on the learning process, assessment of expectations, and the understanding of cultures of the community

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Authentic Assessment Project-based learning –Projects are used to assess student learning Checklists –Used to observe and categorize behaviors in a bimodal (observed/not observed) manner Ratings scales –Observations are placed on a scale to measure the degree to which a student completes a task Rubric –A scoring matrix using a graduated scale of behaviors that may correlate with qualitative or quantitative scores Digital Portfolios –A collection of student work designed to demonstrate the degree to which a student achieved specific standards

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Developing a Useful Digital Portfolio Assemble a collection of documents and artifacts that demonstrate the achievement of a specific standard –Identify and understand the standards and the selection of documents and artifacts that best represent the achievement of the standards Reflect thoughtfully on the documents and artifacts—both the student and teacher –Have collaborative discussions

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Developing a Useful Digital Portfolio (cont.) Select software and hardware –Portfolio management software –Scanners, digital cameras, video digitizers, flash drives, CD-ROM, DVD Develop multimedia –Set up standards within the software package, digitize documents and artifacts, and assemble the final project

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Learning Styles Types of Intelligence Linguistic Logical-mathematical Spatial-visual Musical Bodily-kinesthetic Interpersonal Intrapersonal Naturalist

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Cognitive Styles How We Think Myers-Briggs Type Indicator (MBTI) Perception Motivation The ARCS Model Communication Bloom’s Taxonomy The ASSURE Model

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Selection of Software Appropriateness of Software –On what learning theory is the software design based? –Are instructional objectives outlined and met? Effectiveness of Software –Stimulus –Feedback –Based on concrete experience

Forcier and Descy The Computer as an Educational Tool (Fifth Edition) Copyright © 2008 by Pearson Education, Inc. Columbus, Ohio All rights reserved Software Evaluation Documentation Ease of use Content Performance Versatility Data collection Graphics and sound