Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

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    22-Dec-2015

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  • Slide 1
  • Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias hra
  • Slide 2
  • Information and Communication Technology (ICT) and new learning processes Information and Communication Technology (ICT) and new learning processes
  • Slide 3
  • ICT and new learning processes Increased focus on how ICT can help improve the quality of teaching and learning.Increased focus on how ICT can help improve the quality of teaching and learning. Greater access to learning materials and the development of new and varied learning methods to stimulate activity, autonomy and cooperationGreater access to learning materials and the development of new and varied learning methods to stimulate activity, autonomy and cooperation
  • Slide 4
  • Challenges The pedagogical challenge we face is that of how we can manage to create a pedagogy that unites technological and human considerations.The pedagogical challenge we face is that of how we can manage to create a pedagogy that unites technological and human considerations. On the one hand, technology must be given a social dimension and be placed in the centre of a field of social relations.On the one hand, technology must be given a social dimension and be placed in the centre of a field of social relations. On the other hand, education cannot deny technology its place in the sphere of culture and the humanities. (hra 98). On the other hand, education cannot deny technology its place in the sphere of culture and the humanities. (hra 98). ICT and new learning processes
  • Slide 5
  • To legitimate the use of (ICT) in education, we are forced to question our basic understanding of the nature of knowledge.To legitimate the use of (ICT) in education, we are forced to question our basic understanding of the nature of knowledge. learning perspective. ICT and new learning processes 1.The behaviourist perspective 2.The cognitive perspective 3.The sociocultural learning perspective.
  • Slide 6
  • From: Linear/serialLinear/serial InstructionInstruction Teacher-centredTeacher-centred Absorbing materialsAbsorbing materials On-size-fits-allOn-size-fits-all Teacher: transmitterTeacher: transmitter (Don Tapscott 1998) To: Hypermedia learningHypermedia learning Construction/discoveryConstruction/discovery Learner-centeredLearner-centered Learning how to learnLearning how to learn CustomizedCustomized Teacher: facilitatorTeacher: facilitator ICT and new learning processes ICT, organisation and new pedagogical competence
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  • FROM: Teacher centered classroom activity:Teacher centered classroom activity: Curriculum and factsCurriculum and facts Teacher; fact teller (expert)Teacher; fact teller (expert) TO MORE: Learner centered activities :Learner centered activities : Working with given ideas in relation to a given representationWorking with given ideas in relation to a given representation Relation to students previous-knowledgeRelation to students previous-knowledge ICT and new learning processes
  • Slide 8
  • Collaborative learning Relation: students background and culture/ previous-knowledgeRelation: students background and culture/ previous-knowledge Working with given ideas in relation to local - global discoursesWorking with given ideas in relation to local - global discourses ICT and new learning processes
  • Slide 9
  • Collaborative learning Systematic Collaborative Activities:Systematic Collaborative Activities: -construction, manipulation of material -problemsolving: reasoning concepts, integration of understanding of concepts ICT and new learning processes
  • Slide 10
  • Collaborative learning Student and Teacher roles - CollaborationStudent and Teacher roles - Collaboration Internet/multimedia -reflections in projects, portofoliosInternet/multimedia -reflections in projects, portofolios ICT and new learning processes
  • Slide 11