Pedagogy for Technology Integration

Change of teacher’s role

• provider of knowledge• facilitator• organiser• instructor• diagnostician• partner

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Nir-Gal & Klein, 2004

Social constructivist philosophy

• project-based • problem solving• student-centred• active• discussion and reflection• based on prior understandings• construct new knowledge• collaborative social situations

Herring, 2001, Judson, 2006, Rivera, 2002

Contribution of New Technologies

Tool-for-teaching

Promotes autonomy and independence

Facilitates constructivist pedagogy

Technology Enhanced Learning (TEL)

Classroom Climate

Expectations and Values

•helping, not interfering

•caring

•generosity

•high standards

•mutual respect

•cleaning upRivera, 2002

Theory into Practice

Underlying philosophy not always put into practice in the classroom.Judson, 2006

Five Standards for Effective Pedagogy

Joint Productive Activity: Teachers and students producing together

Developing Language and Literacy Across the Curriculum

Making Meaning: Connecting School to Students’ Lives

Teaching Complex Thinking: Cognitive Challenge

Teaching Through Instructional Conversation

Center for Research on Education Diversity and Excellence (CREDE), 2002

Joint Productive Activity

Basis for dialogue and collaboration

Technology can supply the foundation for a project

Importance of classroom organisation and teacher’s role

•design

•match time

•arrange classroom

•participate

•organise groups

•plan with students

•manage access

•monitor and support

CREDE, 2002

Developing Language and Literacy

Opportunities

for

Interaction

‘purposeful, deliberate conversation between teacher and students’ (CREDE, 2002)

Connecting to Students’ Lives

Digital nativesCulligan, 2006

Cognitive Challenge

Differentiation

Higher order thinking

Instructional Conversation

Dialogue rather than lecture

Teacher as guide•small groups

•academic goal

•more student talk than teacher talk

•guide conversation

•includes

•listens

•questions, restates, praises, encourages etc.

CREDE, 2002

Conclusion

References• Center for Research on Education Diversity and Excellence (CREDE) 2002,

'The Five Standards for Effective Pedagogy', <http://crede.berkeley.edu/standards/standards.html> (6th May, 2008)

• Culligan, M. 2006, 'Digital natives in the classroom', <http://coe.sdsu.edu/eet/articles/digitalnatives//index.htm> (7 April, 2008)

• Herring, M. 2001, 'A conversation with Jane Healy', TechTrends, vol. 45, no. 1, pp. 9-11.

• Judson, E. 2006, 'How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?' Journal of Technology and Teacher Education, vol. 14, no. 3, pp. 581-597.

• Laurillard, D. 2007, 'Technology, pedagogy and education: concluding comments', Technology, Pedagogy and Education, vol. 16, no. 3, pp. 357 - 360.

• Nir-Gal, O. & Klein, P. S. 2004, 'Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment', Information Technology in Childhood Education Annual, vol. 2004, no. 1, pp. 97-119.

• Rivera, H., Galarza, S. L., Entz, S. & Tharp, R. G. 2002, 'Technology and Pedagogy in Early Childhood Education: Guidance from Cultural-Historical-Activity Theory and Developmentally Appropriate Instruction', Information Technology in Childhood Education Annual, vol. 2002, no. 1, pp. 181-204.