Concept Mapping and Curriculum Design
Learning theories provide the foundation for the selection of . the different domains of learning is that different instructional concepts for better integration, and, most importantly, learning theories allow for Concept mapping . guide the design of instruction, 2) careful linkage between each component. The use of educational technologies in teaching and learning presents to best integrate it into the classroom present pedagogical concerns. structivist theory, various technologies may be used to promote learning. They create a visual diagram or concept map with a Look for relationships between categories. Learning process is one of the most important processes that happened to Learning theories are very important for instructional designers in order to the learners construct and built the information inside their mind based on their the learners learn cause and consequence or relationships for what they want to learn.
Technology Integration: Connections to Educational Theories – CITE Journal
The vast majority of articles in this review indicate that concept maps foster the development of meaningful learning, critical thinking and problem solving in the learner. As indicated in these studies, meaningful learning occurs when the student links new knowledge with previous knowledge, thereby creating more integrated cognitive knowledge structures.
The studies indicate that through the use of concept maps, students were able to integrate basic and clinical science information, move from linear thinking patterns to more integrated holistic patterns, and demonstrate critical thinking abilities within their disciplines.
Ertmer and Nour indicate that this type of meaningful learning was also achieved using concept maps online. A Meta-Analysis ," Concept mapping was found to benefit learners across a broad range of educational levels, subject areas, and settings.
In this regard, Concept Mapping appears to be particularly beneficial when it is used in an on-going way to consolidate or crystallize educational experiences in the classroom, for example, a lecture, demonstration, or laboratory experience. In this mode, learners experience an educational event and then use Concept Mapping in a reflective way to enhance the learning from the event. In an applied health sciences course at the University of Waterloo, students responded favourably to their concept map assignments: CmapTools If you or your students simply need to create effective concept maps, then CmapTools is the best choice.
You create nodes and connecting lines by simply clicking and dragging. Nodes can have labels, images, roll-over notes, and hyperlinks. Maps can be saved locally on your PC or uploaded to a CmapTools server so that they can be accessed from any location. Maps can be saved in HTML format so that they can be viewed as a web page, but in doing so you lose some of the functionality of the map for example, the nesting capability.
To experience the map with its full functionality, others users need to have CmapTools installed on their PCs. VUE is also very good at incorporating images into concept maps. For example, instead of showing your students the complete map all at once, you could show them one branch, then another, and another, and so on.
This video explains the presentation mode feature of VUE. MindMeister If you need to create a very large or very complex concept map, then MindMeister is the best choice: Our teacher education program provides opportunities for our students to explore issues of constructivist-based instruction with respect to the four basic content areas.
Each content area provides methodologies that represent the primary tenets of a constructivist classroom. Students are encouraged to experiment with multiple instructional methods to provide them with experiences upon which they can draw to best meet the needs of their students. Another primary goal has been to provide preservice teachers with course experiences that model those they would find in a constructivist-based classroom.
The methods and general pedagogy courses use constructivist practices, such as cooperative learning, discovery learning, emergent curriculum development, and using student interests.
This modeling continues through the format of the TTL course.
A tconstructivist form of a TTL has to accommodate a variety of levels of student technology abilities and provide for their varying interests. We designed the TTL course to be one of discovery and experience. The major focus of this time is on experimentation and on emergent needs of particular lesson as they develop. The hope is that students will feel comfortable enough with technology to use it, when appropriate, in their own classrooms PowerPoint 4.
Diversity and Equity Teacher educators have increasingly embraced a commitment to preparing teachers for socially diverse classroom environments. Social reconstructionist teaching is most often evidenced by critical talk about social issues, a student-centered curriculum, and social activism for equity.
As Geneva Gay explained, the goals of multicultural education are: Although all courses include some consideration of equity issues, the social studies and mathematics methods courses before student teaching and the Multicultural Education and Equity course after student teaching that most explicit consideration of these issues takes place. We ask our students to question practices, materials, and school organizational structures, and we invite them to discuss topics that are often initially uncomfortable for them.
Students also engage in reflective journaling, inquiry projects in the community, and passionate but respectful discussion about sensitive issues, in which all points of view are heard and given thoughtful consideration.
Technology Integration: Connections to Educational Theories
Students discuss technology integration as it relates to issues of equity and access. Conclusion Although there are common theoretical threads in contemporary teacher education programs, each program is unique. It is because of this individuality that technology integration must also be unique. Some programs can have content courses in which the technology used is used in the process of learning the content.
- The Relationship between Learning Theories and Technology Integration
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This would be an excellent example of modeling. The technology connection must fit the resources, program demands, and theoretical frame. Even so, it is also not beneficial to a program to include technology simply because it is available.
This trap catches even the best-intended programs. While the standards are a good structure for technology infusion, it is a superficial reason for infusing technology. Technology, like any teaching tool, must be integrated to improve learning. Every time we use technology, whether in our instruction or related to a classroom assignment, we must question its use.
Does it enhance the learning of a particular content or concept? Sometimes it takes a non-example to show us that a more traditional method of delivery is more effective.
In any event, appropriate use of technology does show promise. It provides organizational tools for teachers through databases and document software and aids in professional development through websites and electronic communications.
Technology gives students opportunities to observe and reflect upon things that otherwise would be missed. Technology gives students an opportunity to put more of themselves into the lesson through presentation software and group authoring. Technology, when used appropriately, provides many opportunities for students and classroom teachers. When looking through the lens of the theoretical frame, the picture must be clear. If the use of technology causes a blur, it needs to be removed.
A blurry picture can be frustrating and it interferes with the true subject. Beyond the methods fetish: Toward a humanizing pedagogy.
Concept Mapping Tools
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The Relationship between Learning Theories and Technology Integration | joanclarkesite
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