Educational Philosophies

1
Educational Philosophies

• As Related to Technology

2
Two Views

• Directed Instruction
• Behaviorist Learning Theory
• Constructivist
• Cognitive Learning Theory

3
Differences

• Directed
• Teacher-directed
• Systematic Instruction
• Systems Approaches

• Constructivism
• Student-Centered
• Knowledge construction
• Generative Learning Models (self-directed)

4
Needs met by both Models

• Directed
• Individual pacing and remediation
• Learning paths more efficient for prerequisities
• Free teacher time for more complex student needs
• Supply self-instructional sequences when human
  teachers are not available

• Constructivism
• Relevant activities anchored in authentic
  situations
• Students play active rather than passive roles
• Student work together in group-based activities
• Activities require higher level skills and lower
  level skills at the same time

5
Instructional Designs

• Directed Instruction
• Design created by teacher
• Student learning builds on prerequisites
• Test items matched to objectives
• Stress move individualized work than group work
• Traditional teaching and assessment methods
  lectures, skill worksheets, tests with specific
  expected responses

• Constructivist
• Design created by both students and teacher
• Students work on problems and seek out the
  prerequisites they need
• Goals are more global emphasize research skills,
  problems solving, etc.
• Stress more group work than individual work
• Alternative assessments open ended questions,
  portfolios, descriptive narratives

6
Skinner

• Cause variables
• Stimulus (flash card 2x2)
• Reinforcement (praise for right answer)
• Contingencies of reinforcement
• Respondents (reflex action for the stimulus --
  knowing that 2x24 without reinforcement or
  contingencies
• Operants (Responses without stimulus)

7
Cognitive Learning Theorists

• Programmed instruction -- Technology examples?
• What prerequisites in what order are necessary to
  tie a shoelace?

8
Information Processing Theorists
Lost
Lost
Lost
Short-TermMemory
Long - TermRegister
SensoryRegister
Connection to encode
Input
9
Bradens Systems Approach to Instructional Design

• Use of formative and summative evaluations

10
Gagne

• Events of instruction
• Gaining attention, informing learning of
  objective, stimulating the recall of prerequisite
  learning, presenting new material, providing
  learning guidance, eleciting performance,
  providing feedback about correctness, assessing
  performance, enhancing retention and recall
  (ASSURE model)
• Types of learning
• Intellectual Skills Problem solving,
  higher-order rules, defined concepts, concrete
  concepts, discriminations
• Cognitive Strategies
• Verbal Information
• Motor Skills
• Attitudes
• Learning hierarchy

11
Vygotsky

• What children learn comes from the culture around
  them
• Zone of proximal development
• Difference between adult/expert and child/novice
• Scaffolding
• Find where each child is and build on their
  experiences

12
Piaget

• Cognitive development in children
• Children go through phases in which they interact
  with their environment
• Assimilation
• Fits new experiences into her view of the world
• Accomodation
• Changes the view of the world to incorporate the
  new experience

13
Papert

• Children can advance through stages of learning
  more quickly with the right kind of environment
  and assistance
• LOGO
• Discovery Learning