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Media technology and learning- Heinich , R. Molenda, M.Russel, J.S. and Smaldinom. (2002) Instructional Media and Technologies for Learning

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marcela gay

on 10 January 2013

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Transcript of Media technology and learning- Heinich , R. Molenda, M.Russel, J.S. and Smaldinom. (2002) Instructional Media and Technologies for Learning

Perspectives Integrating
the Internet into
Education Instructional
Technology and
Media for Learning Throughout history, media and technology have influenced education. However, the teacher, makes the difference in the integration of media and technology into this process It is essential that, as the guide for
learning, the teacher examines media
and technology in the context of
learning and its potential impact
on the outcome for students No longer are teachers and
textbooks the sources of all knowledge.
The teacher becomes the director
of the knowledge-access process Skinner was interested in voluntary behavior rather than reflexive behavior.
He demonstrated that the behavior of an organism could be shaped by reinforcing or rewarding Behaviorism Cognitivists create models of how learners receive,
process and manipulate information. They have
a broader perception of independent learning.
The three key concepts of mental development
in Piaget's work are: Cognitivism Schemata Are the mental structures by which individuals organize their perceived environment or the ability to classify objects by their significant
characteristics Assimilation Is the cognitive process by which a learner integrates new information
and experiences into existing schemata.
Assimilation result from experiences.
Instructors cause experiences to happen
through use of media and methods Accommodation Is the process of modifying existing
schemata or creating new ones.
As instructors, we are responsible
for providing learning experiences
that will result in the creation of
new schemata It considers the engagement of students
in meaningful experiences as the
essence of learning. The shift is from
passive transfer of information to
active problem solving Constructivism The goal of instruction is not to teach
information but to create situations so that
students can interpret information for their
own understanding Learning occurs most
effectively when students
are engaged in
that relate to
meaningful contexts Look at the effects of the social
organization of the classroom on learning.
Slavin states that cooperative learning
Is both more effective and more socially
beneficial than competitive and
individualistic learning Social-Psychological He developed a set of cooperative
learning techniques that embodies
the principles of small-group colaboration,
learner-controlled instruction, and
rewards based on group achievement Finding a Middle Ground Smaldino, Lowther & Russell recommend an eclectic approach to practice and instruction from which to examine the complex world of teaching and learning. They consider each technology in light of its advantages limitations, and range of applications. Finally, they believe that technology can best be integrated into instruction when viewed from a teacher's perspective A complete range of technology
and media formats can be integrated
into classroom instruction using the
ASSURE model for lesson planning technology and media
enhance and support
everyday teaching and
learning Its purpose is to help educators incorporate technology and media
into best practice, to use them as teaching tools and to guide
students in using them as
learning tools It is essential to take into account the
amazing pace of innovation in all aspects of technology particularly in those related to computers, Web 2.0, social networks, and the Internet and the accelerating trend toward digitizing information and school use of telecommunication resources, such as the web, wikis and blogs Conclusion Using technology successfully in education generates impressive results for students, including improved achievements, higher test scores, improved student attitude, enthusiam and engagement; richer classroom content and improved student retention and job placement rates.
The real benefit of students learning with technologies are in higher-order skills and understanding of complex processes. According to Jonassen, Peck, and Wilson the Internet, if used to engage learners in meaningful learning, has the potential to transform education. The Internet can immerse students in stimulating, challenging, motivating, vibrant learning environments that provide a context in which computer literacy develops Jonassen, Peck, and Wilson define
Internet as a worldwide network
of networks composed of thousands of
smaller regional networks connecting
millions of users around the globe Roblyer and Edwards define it as the ultimate network or “the mother of all networks”; a way for people in network sites all over the world to communicate with each other as though they were on the same local area network WHAT INTERNET
IS? Educators who seek to provide stimulating
learning environments to students are excited
by both the resources and the people the Internet
brings to the learning enterprise. The connection
of millions of people in a real-time environment
has opened fantastic potential for human
communication and exploration.
Technologies can help us engage learners
in active, constructive, constructive, intentional,
authentic, and cooperative learning.
Internet is a tool for facilitating knowledge
exploration by learners Apart from language learning and intercultural learning a number of other abilities are promoted through the use of telecommunications in the foreign language classroom, abilities which go beyond language learning and belong to the key qualifications in our society The ability to co-operate
(which enforces work
small groups) The ability to do research
(using the WWW as a
resources centre) The ability to use the
available networks
competently Media, Technology and Learning
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