Posted: August 12th, 2013
Critical Thinking Questions
Critical Thinking Questions
Constructivist theory and web 2.0 are synergized in a way that both support participative learning and encourage the learner to develop and maintain their own content. Both theories of learning emphasize on the need for phasing out of the instructor-based method of learning whereby learners were provided with all the content to be used in the course of learning, which implies that they put in minimum effort (Patricia & Tillman, 2004). Looking on from a constructivist’s perspective, web 2.0 supports learning by helping the learners to acquire information sources over the internet. It also provides a very interactive forum where information is readily available and can be shared amongst learners regardless of their location.
I certainly place more value in informal learning. This is because I think it provides more lessons than formal learning. This implies that a learner takes this learning not because they are compelled as in most cases of formal learning, but because they feel self motivated to earn knowledge empowerment. Some of the informal ways I have learnt during this course is through browsing for information and contributing to debates on the subject matter of this course. In order to improve informal learning, some strategies that can be incorporated include increasing the number of practical activities. Learners need to put the theory they have learnt into action. Moreover, encouraging creativity from the learner is a good strategy.
The ASSURE and NteQ models are similar in that both are methods of teaching and their main aim is to motivate students and improve learning (Smaldino, Lowther & Russell, 2011). They differ in the ways they go about imparting knowledge to learners. Whereas assure is based on instructional learning, NteQ focuses more on the use of technology, especially the computer. I would use the NteQ model to design instruction to integrate technology for a 9th grade physics class. This is because of the relation between the objective of the class and technology and the nature of physics, which is that it is practical, oriented.
I would incorporate technology in a lesson to master the twenty first century skills by using twenty-one century learning tools, teaching relevant context and placing emphasis on information and communication skills and interpersonal skills. I would assign students with projects whose content is relevant to life outside school. I would use tools such as the internet and video clips. I would evaluate the mastery of each skill by increasing my interaction with them through the internet and monitoring the way they fair in outside school activities.
Technology for education in the developed world is easier to be effected than in the underdeveloped world due to financial stability and higher literacy levels. Some of the challenges that instructing without computers might cause include being limited to few sources of information and lack of relevance in the twenty first century with regard to content. In order to overcome them, other detailed models of learning should be introduced to make up for not utilizing the computer.
Being a physicist is like being an instructional designer in that both are tasked with developing solutions for different problems (Tucker, 2007). In designing a curriculum, there is use of the following scientific principles such as analysis, objectivity and evaluation.
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