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EXCITE
As teaching and learning go together, let us explore what would be the roles of
technology for teachers and teaching and for learners and learning. According to Stosic
(2015), educational technology has three domains:
1. Technology as a tutor. Together with the teacher, technology can support the
teacher to teach another person or technology when programmed by the teacher
can be a tutor on its own. The teacher will simply switch on or switch off radio
programs, television programs or play DVDS, or CDs that contain educational
programs. There are on-line tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can
never replace a teacher. This is like the handyman, which is just there to be
reached. Like any other tool, it is being used to facilitate and lighten the work of
the teacher. It will be good if the teacher can also create or develop technology
tools that are needed in the classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool
for teaching, likewise it is an effective tool for learning. As a learning tool, it makes
learning easy and effective. It can produce learning outcomes that call for
technology-assisted teaching. Even the teachers who are teaching can utilize
similar tools for learning. As a learning tool, it is very interesting that even the
elderly use these tools for learning for life.
1. Support learners to learn how to learn on their own. All teachers fully
understand that subject matter or content is a means to achieve the learning
outcomes. There are three categories of knowledge according to Egbert (2009):
declarative knowledge, structural knowledge, and procedural knowledge.
a. Declarative knowledge consists of the discrete pieces of information that
answers the questions what, who, when, and where. It is often learned
through memorization of facts, drills and practice. It can be learned by
simple mnemonics or conceptual maps. Declarative knowledge is the
fundamental knowledge necessary for students to achieve more complex
higher order thinking such as critical thinking and creativity, inquiry and
production.
b. Structural knowledge consists of facts or pieces of declarative knowledge
put together to attain some form of meaning. An example of declarative
knowledge is "pencil". The idea that evolved from a pencil is an
understanding that: "it is something used to write." This is referred to as
structural knowledge. It can be presented by concept maps, categorization
or classification.
c. Procedural knowledge is knowledge in action or the knowledge of how to
do something. It is based on facts but learned through the process of
procedural knowledge. Examples include how to drive a car, how to use a
cell phone, or how to speak English. Procedural knowledge is indicated by
a performance task or graphical representation of a concept.
The traditional sources of knowledge are printed books, modules and journals.
Other sources are primary sources such as information taken from research. However,
knowledge or content can be learned in many ways.
Social interaction occurs in two ways where the participants ask for clarification,
argue, challenge each other and work towards common understanding. Social interaction
through communication occurs through technology (directly between two persons via
email, a cell phone or other communication technology). It can also occur around
technology like students discussing about a problem posed by a software program or
with support of technology like teachers and students interacting about the worksheet
printed from a website. In all the three modalities, communication occurs and technology
is involved.
For this particular role, what are the benefits derived from technology-supported
communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a school
environment
b. Enhances students' freedom to express and exchange ideas freely without the
snooping eyes of the teacher face to face
c. Enables learners to construct meaning from joint experiences between the two or
more participants in communication
d. Help learners solve problems from multiple sources since there is limitless sources
of information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending
information and giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider community
and individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the
communication
There are several technology tools and software programs that you will
learn in the coming modules.
Most often teachers ask questions to find out if the students can
simply repeat the information from the lesson. Although these are
necessary questions like what, who, when and where, these do not develop
critical thinking. Critical thinking questions should ask for clarity, accuracy,
precision, relevance, depth, breadth and logic.
Breadth: What do you think will the other group say about the issue?
b. Use critical thinking tasks with appropriate level of challenge.
5. Encourage curiosity.
By nature learners are curious. They ask lots of questions all the time.
Why is the sky blue? Why do I have to learn geometry? How do people
choose what will they become in the future? Can robots solve the problems
of climate change? How?
Seven Creative Strategies (Osborn, 1963). These have been simplified into
fewer categories. To be creative, one can use any of these strategies.
There are several critical thinking tools and technology software that can
support critical thinking skills. Some of these you will encounter in the succeeding
modules: