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Information on Objectivism adapted from figure 2.2 on page 26 and figure 2.4 on page 28 of the textbook.

Information on Constructivism adapted from figure 2.2 on page 26 and figure 2.6 on page 44 of the textbook.

Textbook: Roblyer, M. D. & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th ed.). Upper Saddle River, NJ: Pearson Education Inc.

Two Perspectives Instruction

Objectivism vs. Constructivism

Constructivism

Objectivism

Learning is transmitted through knowledge

Knowledge is constructed not transmitted

  • Teaching should be directed, systematic and structured
  • Students should all pass the same tests
  • Standardization means accountability
  • Inquiry approaches are too slow to be practical; learning has to be teacher directed
  • Objectivism leads to Directed Instruction
  • Let students do activities that help them generate knowledge
  • Let students show what they have learned in different ways, not just on written tests
  • Directed Instruction is teacher centered; hands-on instruction is student centered
  • Constructivism leads to Inquiry Based Instruction

When to Choose Directed Integration Strategies

When to Choose Inquiry Based Integration Strategies

  • Skills and content to be learned are already defined concrete, and unambiguous
  • Students need individual tutoring/practice to learn and demonstrate prerequisite skills
  • Students need to acquire skills as quickly and efficiently as possible
  • Concepts to be learned are abstract and complex
  • You want to encourage collaboration or allow alternative ways of learning
  • You want to use models to increase student motivation to learn
  • You have time to allow for unstructured activities
  • You want to encourage students to explore
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