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Pedagogical Compass
4
Transcript
What we teach?
Content Relevance
Assessment
"focus what and how we teach to match what people need to know " (NETP, 2010)
○ "It leverages the power of technology to provide personalized learning and to enable continuous and lifelong learning. " (NETP, 2010)
○ "Build tools and experiences that revolve around a child’s existing interests, not just prescribed topics. To do so, producers need to design mechanisms that make children’s interests visible and can assist adults in responding to them. " (Takeuchi and Reed Stevens, 2001)
○ "Joint media engagement can be a useful support for developing literacy, including basic reading ability, cultural literacy, scientific literacy, media literacy, and other 21st century skills." (Takeuchi and Reed Stevens, 2001)
○ "technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that, in aggregate, will lead to continuous improvement across our entire education system. " (NETP, 2010)
"This backward approach encourages teachers and curriculum planners to first think like an assessor before designing specific units and lessons, and thus to consider up front how they will determine whether students have attained the desired understandings." (Walters & Newman, 2008)
Pedagogical Compass
How we learn?
Learn by teaching:
the protégé effect
Growth mindset
○ "Other students believe that their intellectual ability is something they can develop through effort and education. They don't necessarily believe that anyone can become an Einstein or a Mozart, but they do understand that even Einstein and Mozart had to put in years of effort to become who they were." (Dweck, 2007)
○ "We then introduce TAs, which combine properties of agents and avatars. This sets the stage for two studies that demonstrate what we term the protégé effect: students make greater effort to learn for their TAs than they do for themselves. " (Chase, Chin, Oppezzo, Schwartz, 2009)
"Given our hypothesis that the protégé effect is due to social motivations, we would expect students in the programming condition to be less inclined to acknowledge " (Chase, Chin, Oppezzo, Schwartz, 2009)
Access to education
"The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools." (NETP, 2010)
Learn from culture
Four-phase model of interest
development
○ "For these reasons, we do not appeal to the games-are-highly-motivating explanation, but we do see a reason that young people play games and get them tangled up with the rest of their lives, and this reason is cultural. The phrase that best helps us explain it comes from one of our participants, Mikey, who in talking about games said, “It’s what we do.” The “we” he was referring to was kids these days, the young people of his generation." (Stevens, Satwicz, McCarthy, 2008)
Pedagogical Compass
- Triggered Situational Interest
- Maintained Situational Interest
- Emerging Individual Interest
- Well Developed Individual Interest
Who we learn from?
How might we use educational technologies in designing learning experiences?
What factors will enhance the learners experience?
What features are necessary to facilitate the teacher's activities?
Learn from peers
Teacher's Roles
○ "The variety of ways that we saw young people arrange themselves to play games surprised us, especially since most of these ways were interpersonally and emergently organized by the young people themselves. " (Stevens, Satwicz, McCarthy, 2008)
○ "In fact, shared attentional focus on media in real time is a powerful interactional resource not found in most contemporary asynchronous social media, and researchers across a range of disciplines highlight the importance of joint attention for learning and meaning- making (e.g., Barron, 2000, 2003; Brooks & Meltzoff, 2008; Bruner, 1983, 1995; Goodwin, 2000; Meltzoff & Brooks, 2007; Stevens & Hall, 1998; Tomasello, 1999, 2003). " (Takeuchi and Reed Stevens, 2001)
○ "Stevens, Satwicz, and McCarthy’s (2008) naturalistic studies of siblings and friends playing video games together at home examined the spontaneous instances of teaching and learning that players set up among themselves during gaming sessions, as well as how their in-room interactions connect with what’s going on inside the game and in their lives outside the home (e.g., school). " (Takeuchi and Reed Stevens, 2001)
- Positive feelings
- Generate curiosity
- Provide opportunities
- Guide on research
(Hidi & Renninger, 2006)
Parents, co-viewing, Joint Media Engagement
○ "To get families to use a new platform with any regularity, it should easily slot into existing routines, parent work schedules, and classroom practices. There are, after all, only so many hours in the day to accommodate new practices." (Takeuchi and Reed Stevens, 2001)
"What children learn and do with media depends a lot on the content of the media, but they depend perhaps as much on the context in which they are used or viewed, and with whom they are used or viewed." (Takeuchi and Reed Stevens, 2001)
How we teach?
Curriculum construction
Using technology wisely
§ "One starts with the end—the desired results (goals or standards)— and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform. " (Walters & Newman, 2008)
Teacher Professional Development
"Parents, teachers, and other adults may wish to share educational resources with their children, but teaching with media and new technologies doesn’t always come naturally, not even for experienced instructors. Provide guidance for the more capable partner in ways that don’t require a lot of prior prep or extra time, actions that can help ensure that the intended benefits of the resource are realized. " (Takeuchi and Reed Stevens, 2001)
○ "Combating technocentrism involves more than thinking about technology. It leads to fundamental re-examination of assumptions about the area of application of technology with which one is concerned: if we are interested in eliminating technocentrism from thinking about computers in education, we may find ourselves having to re-examine assumptions about education that were made long before the advent of computers. (One could even argue that the principal contribution to education made thus far by the computer presence has been to force us to think through issues that themselves have nothing to do with computers.) " (Papert, 1987)
○ "Professional educators are a critical component of transforming our education systems, and therefore strengthening and elevating the teaching profession is as important as effective teaching and accountability. " (NETP, 2010)
Trends (NMC Horizon Reports)
Student feedback
- Blended Learning
- Open Educational Resources
- Digital Literacy
- Integrating Technology in Teacher Education
- Rethinking Roles of teacher