Active learning is a set of strategies that motivates students to learn by their own with the help of Knowledgeable others. The following examples of active learning are being used in this study; discovery learning, problem-based learning, experiential learning, and inquiry-based instruction, think-pair-share, quick-writes, polling, cooperative learning, and student presentations. Another theory for which this study is also anchored is attributed to Frederick Herzberg the Motivation Theory. It is concerned with the processes that describe why and how human behavior is activated and directed. Motivated learners can learn almost everything.
The lesson wheel is also focused on the learner by means of the SMART task that is formulated according to the ability and proficiency of the learners. In the process of planning a lesson with help of the lesson wheel, the learners’ strengths and weaknesses are taken into consideration. On account of learners constructing their own meaning of information, the information that they have to deal with should interest them. The pertinent question is the part of the lesson wheel that grasps the learners’ interest and therefore it is possible for them to construct meaning from the lesson. Vygotsky introduced the concept of the More Knowledgeable Other (MKO) (2016:61) and hence learners do not necessarily have to gain knowledge from the teacher.
In other words, students learn by fitting new information together with what they have already known. Ross (2006) stated that constructivist teaching approaches play an important role in developing students’ conceptual understanding and ability to communicate learned ideas. These approaches include teacher encouragement of student independent thinking, creation
It encompasses other specialized models of adaptation from the scientific method to problem solving, decision making and creativity. Then the fifth proposition is “Learning results from synergetic transactions between the person and the environment”. In Piaget’s terms, learning occurs through equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience. Following Lewin’s famous formula that behavior is a function of the person and the environment, ELT holds that learning is influenced by characteristics of the learner and the learning space (Kolb and Kolb, 2013). And the last proposition is “Learning is the process of creating knowledge”.
This is because changes in the behavior of students is the impact on students ' thinking process. This theory focuses on the process of knowing and acquiring knowledge through information processing by means of discussion, reasoning, problem solving and brainstorming activities. This theory is also closely associated with the process of storing information. A psychological cognitivism said that learning involves the use of memory, motivation and thinking and therefore software designers must consider the materials for learning should ensure that there are activities for the various learning styles10. In addition, the teaching strategies should highlight important information and content to enhance the learning process.
I shall therefore use a self-review framework (Becta 2008) as a guide and begin this essay by giving special attention to, Leadership and management, curriculum, learning and teaching, assessment, professional development, extended learning opportunities, resources, and impact on pupil outcomes. The different views of structuring the curriculum knowledge by different Authors. Throughout the essay I shall be noting some of the dangers and benefits of using ICT in schools, also discuss why the professionals in this field choose to support the ICT integrated curriculum rather than non-ICT integrated or traditional curriculum. The conclusion will be about reaffirming the embodiment of the use of ICT in school. Leadership and Management The school in question here, is a public school situated in Randburg, it recognizes a very unique
cultivate an active learning ability in students and explore the ability of students and lecturers to jointly develop in a variety of knowledge of skills and experience. Thus, can solve problems in everyday life through the search for information useful to
Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education. Constructivism underscores the importance of individual self in building meaning (Vygotsky, 1978). Learners act as an umpire of feeding inlet of knowledge to
It limits the truth and knowledge to what observable and measureable. 3.Identify the major tenets of the student-centered educational philosophies of progressivism, humanism, and constructivism. •Progressivism emphasizes that ideas should be tested by experimentation and that learning is rooted in questions developed by the learner. Human experiences are the basis for knowledge. Progressivism emphasizes on how to think rather than what to think.
MODULE 19: CONCEPT OF INFORMATION AND COMMUNICATION TECHNOLOGY Module Structure 19.0 Learning outcomes 19.1 Introduction 19.2 ICT 19.3 ICT in education 19.4 Characteristics of ICT in education 19.5 Significance of ICT 19.6 Scope of ICT 19.7 Let us sum up 19.0 LEARNING OUTCOMES After going through this module you will be able to: • State the meaning of Information and Communication Technology (ICT) and ICT in education in particular. • Explain the concept of ICT in education. • Justify the significance of ICT in education. • Explain the scope of ICT in education, i.e. teaching learning process, administration, research and evaluation.