important!
when students work with computertechnologies, instead of being controlled by them, they enhance the capabilities of thecomputer, and the computer enhances their thinking and learning. The result of anintellectual partnership with the computer is that the whole of learning becomes greaterthan the sum of its parts.
Networked learning and connectivism
Networked learning is a subset of connectivism, which consists of eight attributes:
Principle 1: Learning and knowledge rests in diversity of opinions.
Principle 2: Learning is a process of connecting specialized nodes or information sources.
Principle 3: Learning may reside in non-human appliances.
Principle 4: Capacity to know more is more critical than what is currently known
Principle 5: Nurturing and maintaining connections is needed to facilitate continual learning.
Principle 6: Ability to see connections between fields, ideas, and concepts is a core skill.
Principle 7: Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Principle 8: Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Defining the difference between integrating technologies into the classroom and using ICT's to transform education.
Approaches to teaching associated with constructivist-compatible theories of learning are based on the following premises.
Content is based on children’s interests, prior experiences, and current understandings (Ravitz et al., 2000, p. 4).
Knowledge is built through class and group discussions.
Students need to find answers to their own questions and problems.
Students construct concepts for themselves.
Learning focuses on sense making and guided inquiry.
Tasks are authentic and integrated.
Students are involved in diverse classroom projects (Becker, 1998, p.17).
Teaching practices associated with a constructivist philosophy include:
designing activities around teacher and student interests rather than in response to an externally mandated curriculum.
having students engage in collaborative group projects in which skills are taught and practised in authentic contexts rather than in a sequence of textbook exercises.
focusing instruction on students’ understanding of complex ideas rather than on definitions and facts.
teaching students to self-consciously assess their own understanding, in contrast to multi-choice testing.
modelling learning, rather than presenting oneself as fully knowledgeable (Becker & Riel, 1999, p. 11).
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Updated on Mar 30, 10
Created on Mar 16, 10
Category: Computers & Internet
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