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Copy of Teaching Models and Strategies in Managing a Technology- Enh

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Giselle Pascual

on 14 March 2014

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Transcript of Copy of Teaching Models and Strategies in Managing a Technology- Enh

Web-Based
Lessons
Online
Discussions
•-Students and teacher candidates can connect to experts and peers through a variety of formats such as chat rooms, electronic bulletin boards, and e-mail. What makes communicating online unique is that it offers participants freedom to send and receive information efficiently during varying time frames from diverse geographic locations.
-Communication can occur asynchronously, that is, not at the same time, which allows periods of time for reflection or to compensate for varying time zones. In real-time online communication, as in chat groups, the communication is synchronous and provides immediate feedback for reinforcement and understanding

2. Student-Centered Environment
The Five
Phase Model
5J’s Approach
1. Teacher-Centered Environment
Adoption
-Learning the process
-Typically use one or two software applications they find useful for themselves.
-Students use of computers in the classroom.
-Internet used by the teacher for lesson planning.
-Technology is set up close to and for the convenience of the teacher.
-Teachers may use software for letters to parents or for class newsletters.
-Only the teacher is allowed to use the internet.

Job-Related
-focused on the core competencies of the classroom, not technology alone.
-the focus of any computer-related professional development should not be on the technology itself, but on how computers can improve performance in these core areas of the teacher's "job."
-make better planning decisions around technology as an instructional tool.
-This builds confidence that teachers can use a particular piece of software given their own constraints
-student-centered approach empowers students to build up their knowledge and enables them to think critically, work in teams and solve problems collectively.
- The role of the teacher now alters to being a facilitator and a consultant to the students
-constructivist in nature

Entry
INITIAL PHASE
-Awareness
-uses lab time as a planning period.

-understanding and application of the process
-supported with computer activities particularly the use of word processing, database, some graphics programs and computer-based instruction.
-Transition stage
-Teachers are often concerned with classroom management, assessment, and time
And impact on learning when they “add in” using technology.
-technology is used to support traditional instruction methods.

Adaptation
Appropriation
-Classroom is may be rearranged to make best use of collaborative and cooperative learning.
-Teachers still are using directive methods with student assignments but students are allowed more freedom to choose the methods of learning within the given parameters.
-Teachers consider teaching objectives, best way to approach them, and best tools
Innovation
-Adaptation to other contexts
-creative application to new contexts.
-Technology has become ever-present transparent part of curriculum.
Just Enough
-Teachers don't need to know everything about a particular piece of software. They only need "just enough" to help them complete a curriculum-related or instructional task.
-focuses not on proficiency with technology, but comfort using technology within a curriculum activity.
-understanding the software's instructional possibilities.
-encompasses hardware access

Just in Time
-attempts to differentiate the instruction and support teachers receive so they can tailor instruction to particular students.
-providing professional development close to the point of classroom implementation, this lag time and loss of learning is reduced.

Just in Case
-focuses on helping teachers address these control issues by adopting a just-in-case attitude toward computers.
-This approach focuses on carefully planning the classroom activity. By remembering that computers are just one of many learning tools.
-deliberately grouping students with varying technical expertise, teachers can delegate computer training to students, thus shifting some instructional responsibility to students.
Just Try It
-"Just try it" is the most important 'J' principle of them all. Without application in the classroom, professional development is a waste of time, money, and effort.
-teaching the curriculum, not the technology, is the teacher's main "job" in a classroom, so any technology-related professional development should make sure that technology supports overall lesson objectives
- Teachers should receive instruction in technology when (not before) they need it and follow-up support to plan their technology-related activity
- teachers need to carefully plan for using technology in their classroom, including strategies to address things they think might go wrong
-A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web.
WebQuests
CyberGuides
-A CyberGuide is a supplementary, standards-based, Web-delivered unit of instruction centered on core works of literature. CyberGuides provide a quick supplementary set of activities for students (and teacher candidates) as they explore specific pieces of literature.
Filamentality
-The Filamentality name is derived from the way the teacher can combine the “filaments” of the Web with a learner’s “mentality.” The Filamentality site provides templates and resources that allow educators to create their own Internet-based activity or search for one that has been created by others and adapt it. There are several formats and helpful hints. The entire tutorial is offered at the beginner level.

Multimedia
Presentations
-Multimedia combines media objects such as text, graphics, video, animation, and sound to represent and convey information. In the course of designing, planning, and producing a multimedia product, students can acquire new knowledge and skills through a method of teaching and learning that often is project based.

Telecomputing Projects
-Telecomputing tools include e-mail, electronic mailing lists, electronic bulletin boards, discussion groups, Web browsers, real-time chatting, and audio- and videoconferencing. Online resources include Web sites and interactive environments, and remotely operated robotic devices.

1. Teacher-Centered Environment
2. Student-Centered Environment
Wiki-Based Course
Design/Strategy
-wikis are websites on which content can be created, edited, and shared by users
-. First created by Ward Cunningham in 1995 as a user-friendly editing tool that allows publishing the output on the Internet.
-Users can create an account, write on topics of interest, edit their own or others’ work, and review the history of edits.
-A Participatory and Collaborative Learning Platform
Enabling Co-Design and
Co-Creation of the Course.
-students can participate in creating and revising the course content rather than being receivers of passive knowledge
-sharing of authority
Evolving the Student-to-Instructor
Interactions.
Building a
Collaborative
Learning Community
-focuses on both teacher’s and student’s experiences
3. Team-Centered
Environment

3. Team-Centered
Environment

Teaching Models and
Strategies in Managing
a Technology-Enhanced Environment

Teaching Models and
Strategies in Managing
a Technology-Enhanced Environment
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