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Published by Mourad Diouri

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Published by: Mourad Diouri on Feb 27, 2009
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10/17/2011

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We turn now to the educational technology of the mind, or an analysis of what
is involved in learning. In most learning activities, the following phases can be
recognised:

(a)Accepting and analyzing a problem.

(b)Making sure we have no ready-made solutions for it.

(c)Deciding to launch a project, setting the main goals and objectives,
weighing our mental and material resources.

28

ICT IN SCHOOLS

A HANDBOOK FOR TEACHERS

(d)Discovering that we are not equipped enough to cope with it success-

fully.

(e)Seeing what additional specific knowledge, skills, or experience we
must obtain to arrive at a solution.

(f)Going through a corresponding process of research learning, training,
drill and practice.

(g)Designing a set of possible solutions (generating options, comparing
alternatives, evaluating), and then choosing the one that seems most
suitable.

(h)Imagining what will happen if the chosen design is implemented. What
changes will it make to our immediate surroundings and broader
physical and socio-cultural environment? What consequences and side
effects might it cause? How could we prevent, avoid, or repair them?
Re-assessing the overall approach to tackling the problem.

(i)Reflecting upon what we have done: repeating mentally the road taken
and actions made; describing the essentials; scheming about if, and how
we could use our newly acquired knowledge, skills, and experience to
address other problems in the future.

This pattern of learning activity phases, which we might call the basic educa-
tional technology of mind, can be developed and supported with various software,
hardware, and courseware technologies of computer simulation, email networks,
interactive multimedia, and other advanced uses of ICT.

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