I have observed that many teachers use technology based materials in their classroom but the lessons are not interactive. Learners do not participate and teachers also lost their natural presentation. It seems to me that they struggle to use digital contents properly and this missing part is basically an application of the teaching pedagogy. When technology and pedagogy are in harmony then it becomes something outstanding. Thus it is necessary to connect pedagogy with technology.
Pedagogy is the driver, technology is the accelerator. Focusing on pedagogy, or the craft of teaching, is a frame that helps ensure educators prioritize content, strategies and students in our work. Technology comes in later.
by Matt Renwick
Hello
The teachers have to be running in order to do children knowling. Children are digital natives.
The term digital native describes a person that grows up in the digital age, rather than acquiring familiarity with digital systems as an adult, as a digital immigrant. Both terms were used as early as 1996 as part of the Declaration of the Independence of Cyberspace.[1] They were popularized by education consultant Marc Prensky in his 2001 article entitled Digital Natives, Digital Immigrants, in which he relates the contemporary decline in American education to educators' failure to understand the needs of modern students.[2] His article posited that "the arrival and rapid dissemination of digital technology in the last decade of the 20th century" had changed the way students think and process information, making it difficult for them to excel academically using the outdated teaching methods of the day. In other words, children raised in a digital, media-saturated world, require a media-rich learning environment to hold their attention, and Prensky dubbed these children "digital natives".
https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
It is necessary that teachers understand the pedagogical principles that govern the application of technology into teaching and learning. Poor implementation of technology integration is likely to affect the desired outcome.
It is derived from JOTS v32n2 - The Pedagogy of Technology Integration
https://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html
Pedagogy is the driver, technology is the accelerator. Focusing on pedagogy, or the craft of teaching, is a frame that helps ensure educators prioritize content, strategies and students in our work. Technology comes in later.
by Matt Renwick
If you are interesting in the teaching of mathematics, then the following paper of ours shows how we are designing a web-based learning support system to help with the teaching of proving in middle school geometry by paying attention to pedagogy with technology: Article Designing a web-based learning support system for flow-chart...
It is quite interesting to add technology to pedagogy. Teaching using simulation has many advantages especially if the technical aspects are well understood. You can include a technician who will operate the equipment whilst you design and implement your own case scenarios. Hands on experience is valuable as practice will make you perfect. In order to keep up with changes in technology we as teachers need to change our strategies and be open to try new and improved methods.
All the best.
Read article by Amod and Brysiewicz on high fidelity human patient simulators in Midwifery Undergraduate programme.
https://doi.org/10.4102/hsag.v22i0.993.
Technology has gifted many educational tools to enhance learning and teaching experience. However, using technology effectively is not as easy as it seems to be. It should not compromise with the sound pedagogical principles on which teaching and learning is built. To know more about how to augment and transform teaching and learning, read Ruben R. Puentedura's literature on SAMR model which talks about Substitution, Augmentation, Modification and Redefinition.
I appreciated Omer Tontus' and Gregory Loius reflections. Yes, predagogy is the driver but technology is the enhancer. Technology is only a tool to add value to pedagogy. I designed most of the my online classes in disruptive pedagogies (flipped class pedagogy). It is mind set change - from tradition teacher focused to student focused approach.
Hello
About strategics I wrote this paper, it is the abstract
Abstract. Mobile Learning (m-learning) or nanoblogging constitutes use of "mobile technologies" processes associated with teaching and learning, the most popular multidisciplinary studies now in the world. There are several definitions for learning way as well as some learning theories. Part of this study is to introduce theoretical nanoblogging, some uses of this way in education and a proposal designed innovative teaching format known as twiction by twitter, it consists in to write short stories of science fiction. It should be noted that this form of teaching is used successfully in English schools. Keywords: Microblogging, M-learning, nanoblogging, Twitter, Twittion
CARREÑO, Ingrid del Valle García. Microblogging: Propuesta de twiction como estrategia de enseñanza innovadora en formato twitter.
Dear Rasel
I would argue that there is a significant difference between Technology Enhanced Teaching and Technology Enhanced Learning (TEL). The former being almost transactional in terms of using technology to merely deliver content, the latter providing the best opportunities to learn and explore content by learners themselves.
Best wishes
David
Thank you for posing this question. After over thirty years of using and researching the relationship between digital techologies and pedagogy in school ICT and mathematics, I'd like to make two points.
1. Schooling, as the dominant expression of education in most industrialised economies, is deeply embedded in their social fabric. It is based on "paper and pencil" technologies and a view of how curriculum as "a selection from culture" should be organised and communicated. As far back as the mid-90s Seymour Papert, arguably one of the strongest advocates for the use of ditial technologies in schools, lamented that "Before computers could change schools, schools changed computers" . Schooling is highly resistant to change with its "Instructional regimes" of testing and assessment according to Raudenbush. In short, digital technologies "fit where they touch" only when their fuctionality happens to coincides with curriculum demands.
2. AS a consequence, teachers under pressure to use ICT, have to "adapt". Geogebra is a case in point. If I recall Markus developed a computational architecture that allowed applications to communicate. Three applications (Dynamic Geometry, Computer Algebra and Spreadsheets) were brought together, largely because they were being used in schools. All three were not originally designed for education but had been adapted by teachers over the years. For example "dragging" of on-screen objects which has come to define Dynamic geometry, came about purely by chance. It was not designed.
Digital technologies offer a range of possibilities that might fit with a different form of schooling and view of what counts as the knowledge that should be communicated to the next generation.
Thank you for posting this question. I concur with many of the answers that have already been posted and especially the idea that one's pedagogy comes first.
In my most recent foray into using technology to teach I decided to step back and reflect on the pros and cons of my teaching experience both in the classroom and with technology. It was important for me to be honest about my limitations with both types of learning and not focus on self-perceived strengths. Then I took a close look at the course I was adapting for an on-line learning platform. I carefully extracted the core elements that had to be included. Next, I consulted with a consultant who understands the technologies that are available and who could talk me through my course and its learning goals. Using their recommendations I incorporated some technologies I had been unaware of. I also made a decision to focus on learning a handful of technology based tools at a time. I am now in the second semester of my experiment. There are some methods I will reuse in the future, there are some methods I am reusing now, and there are things I am changing or will change, both in the classroom and technologically.
Not only would I use technology in my teaching, but I cannot imagine not doing so in a meaningful way in what I think of as 21st century education (especially in my science, technology, engineering, and mathematics area). However, I have learned by some hard earned experience that what ever technology I use must be carefully considered as to how it may support learning of the targeted concepts and not distract. Also, takes much expertise on the instructor's, teacher's part to carry it out in a promising manner in classroom instruction. Plus, so much depends on the context of the learning environment as to what technology may be available to use, agreed? Looking forward to hearing, learning from other RGers' thoughts.
Even the use of simple power point slides or showing documentaries or any other technology requires skills and training to effectively aid in classroom. Otherwise these aids halt the learning. For examples power point slides are merely used to present the content in a more bookish way which could be presented more effectively through human interaction along with slides, likewise documentaries and other visual material is presented to fill the gaps of teaching without sorting it to suit individual level and to create interactive learning. Using technology with pedagogy requires continued professional training.
Technology supports teaching and education, for sure. High-quality presentation with lots of graphs, pictures, maps and tables are eye-catching and make lecture more interesting for the students. However, for better interaction and communication, a good lecture should from time to time be interrupted by interesting questions and short discussions to 'shake up' the audience.
Dear Friends and Colleagues of RG
Pedagogy should be adapted to the changing technological realities in developing economies. Pedagogy should play a key role in educational processes. On the other hand, educational processes should be equipped with modern technical and technological teaching instruments.
These technological didactic instruments include computerized technologies of advanced information processing as well as internet technologies and information services, including didactic services, offered by various information and social media portals.
The current technological revolution described as Industry 4.0 is determined by the development of the following technologies of advanced information processing: Big Data database technologies, cloud computing, machine learning, Internet of Things, artificial intelligence, Business Intelligence and other advanced data mining technologies.
All these technologies of advanced information processing and internet technologies will be successively implemented to the processes of technological improvement of teaching instruments.
Best wishes
Thank you for setting up this task!
When you are teaching, it's fascinating to see your own effect on the audience. Great presentation software tools can zoom in and lead your students through the facts. Interactive technology makes it even more interesting and e-learning seems to make the professor obsolete.
But nevertheless teaching seems to be based upon human interaction much more than on information (technology). Didn't a study from 2003 clearly identify the teacher as being the mein effect on successful learning? I would agree according to experience.
So: yes - you can use all the neat technology, but never forget that you interact with humans, not with robots.
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