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EDUC 275 – September 18, 2007 PowerPoint Presentation
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EDUC 275 – September 18, 2007

EDUC 275 – September 18, 2007

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EDUC 275 – September 18, 2007

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  1. EDUC 275 – September 18, 2007 • Getting Started: Beside 09/18 in your nametag…Why do we study learning theory in a class about technology? • AGENDA: • BLAST Discussion. • Review Learning Theories. • Organize with Inspiration.

  2. EDUC 275 – September 20, 2007 • Getting Started: Continue working on your Inspiration projects. • AGENDA: • LiveText Reminder. • BLAST Discussion. • Finish Inspiration (I’ll give back your exams at this time.)

  3. Learning Theory - BLAST In your BLAST you will post one OBJECTIVE test question for each theory (three questions total). Discuss the main points of each theory then decide how to create a question that best assesses such points. Post your questions as a comment to “Learning Theory.” EDUC 275 - Winthrop University Lisa Harris, Marshall Jones, Suzanne Sprouse, Lisa Johnson

  4. WHY? Why do we study learning theory in a class about technology?

  5. WHY? • Helps explain… • how learning occurs. • factors that influence learning. • the role of memory. • how students transfer information to other contexts. • how instruction should be structured to facilitate learning.

  6. HOW? • Provides a foundation for planning, application, and assessment. • Explains relationships among instructional strategies and instructional contexts. • Allow teachers to select strategies that are the most likely to work. • PRINCIPLEPRACTICE

  7. Three Ways of Knowing Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds (Roblyer, 2006, p. 37). Humans construct all knowledge in their minds by participating in certain experiences; learning happens when one constructs both mechanisms for learning and his or her own unique version of the knowledge (Roblyer, 2006, p. 37). Learning is concerned not so much with what learners do but with what they know and how they come to acquire it. Knowledge is described as a mental activity that entails internal coding and structuring by the learner (Ertmer & Newby, 1993, p. 7).

  8. Three Ways of Knowing Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds (Roblyer, 2006, p. 37). Humans construct all knowledge in their minds by participating in certain experiences; learning happens when one constructs both mechanisms for learning and his or her own unique version of the knowledge (Roblyer, 2006, p. 37). COGNITIVIST Learning is concerned not so much with what learners do but with what they know and how they come to acquire it. Knowledge is described as a mental activity that entails internal coding and structuring by the learner (Ertmer & Newby, 1993, p. 7). CONSTRUCTIVIST BEHAVIORIST

  9. Which theory is better? • Neither • Depends on your needs • Depends on your content • Depends on your environment • Depends on your students

  10. If They Were Teachers Today • Imagine three teachers: A Behaviorist, A Cognitivist, A Constructivist. • Make up a name for each teacher and label their theoretical position. • Find a graphic representation of the teacher that is representative of their theoretical position. • Insert two words/phrases that describe the teacher’s philosophy based upon their theoretical position. • Give two examples of how the teacher would integrate technology. • Save on the tshare (file name: johnsonl_theory)

  11. If They Were Teachers Today • Let’s try with: A Butcher, A Baker, and A Candlestick Maker