2. Use the microphone and camera buttons to enable voice and webcam. Let us all see and hear you . While you are waiting … 1. set up your audio. 3. Feel free to let others know what you can see out your window using the chat option.
buttons to enable voice and webcam.
Let us all see and hear you
3. Feel free to let others know what you can see out your window using
the chat option
How do you know it is working well?
There are a number of obvious reasons:
There is also another reason which is related to the above but has a slightly different focus:
We want to have a good understanding of the software so that we can best use to achieve our goals.
Understanding software strengths and weaknesses, content limitations and biases, pedagogical foundations, interface design, and what support and resources are available in using this application are all valuable leverage points in using the software. For instance, a software package that asks students to resolve chemical problems by dragging chemical elements onto the screen to make up the compound is tapping into visual and kinaesthetic learning however the software may be limited in the variety of and complexity of problems. Students may also be picking up on other stimuli and it will be necessary, as in most behaviourist software applications, for us to create opportunities for students to use their skills in a variety of other contexts, such as being given the chemical elements and having to write the compound.
The key issue here is that software evaluation is not just about deciding if an application is appropriate but also coming to an understanding of how the software could be used.
10 possible questions to ask before investing in classroom technology
Theories considering technology adoption individuals
Theories of Adoption and Diffusion
“Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology”
(Tee & Lee, 2011, p. 89)
Integrating pedagogy and content with technology emphasis on technology skills alone to integrating pedagogy and content with technology”
Mishra emphasis on technology skills alone to integrating pedagogy and content with technology” and Koehler (2008)