Education for an Information Age:

Teaching in the Computerized Classroom

Presentation given by Bernard John Poole, MSIS, PGCE Sri Padmavathi Mahila Visvavidyalayam (Women’s University) Tirupati, Andhra Pradesh to 5 th National Conference of the Academy of Psychologists (NCAP) Directorate of Distance Education Sri Venkateswara University Tirupati, Andhra Pradesh Saturday, April 25, 2020

“Good tools do not make a good teacher, but a good teacher makes good use of tools.” Eleanor Doan

• • • • • • • •

What goes on in a good teacher’s classroom?

Teacher and students seem to be involved in everything that is happening Teacher has a ready alternative whenever students fail to understand and/or perform a given task All students are actively involved in the proceedings Students show willingness or interest All students are attentive to others and the teacher Learner reactions to learning activities seem to be expected by the teacher Teacher is in possession of all the material that is required The entire classroom is buzzing with eager anticipation in the activities Excerpted from “Conceptual Inputs for Secondary Teacher Education: The Instructional Role.” by M.S. Yadav & T.K.S. Lakshmi, 2003 National Council for Teacher Education, New Delhi.

Reflections on teaching from Carl Rogers

“When I have been able to transform a group—and here I mean all members of a group, myself included—into a community of “learners,” then the excitement has been almost beyond belief. To free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash curiosity; to open everything to questioning and exploration; to recognize that everything is in process of change—here is an experience I can never forget. I cannot always achieve it … but when it is partially or largely achieved then it becomes a never-to-be-forgotten group experience. Out of such a context arise true students, real learners, creative scientists and scholars and practitioners, the kind of individuals who can live in a delicate but ever-changing balance between what are presently known and the flowing, moving, altering problems and facts of the future.” In Rogers, Carl, 1965. Client-centered Therapy: Its Current Practices, Implications, and Theory. Boston: Houghton Mifflin

How do we learn?

 Jerome Bruner  Enactive learning  Iconic learning  Symbolic learning  Alan Kay  “

Doing

with

images

makes

symbols

”

Individual versus individualised education

   Formal education has traditionally emphasised the individual as a cog in a machine—every student is processed along the assembly line and given the same treatment Many students fail to make the grade A modern education recognizes individual differences—every student has the opportunity to develop individual talents

Brain-based Learning and Multiple Intelligences

 We have a complement of at least seven

distinct intelligences, according to Howard Gardner’s Theory of Multiple Intelligences

      

Multiple Intelligences

Visual-Spatial

 think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic

 use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Musical

 show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal

 understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal

 understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic

 using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical–Mathematical

 reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

  Traditional education systems have rewarded the students who have good Linguistic and Logical-mathematical intelligence In schools, physical education, drama, art and music are considered expendable subjects, and nothing much is done to recognize and appreciate individual personality types

Thomas Armstrong’s 12 Qualities of Genius

The following qualities of genius emanate from a brain based approach to teaching and learning

Curiosity Playfulness Imagination Creativity Wonder Wisdom Inventiveness Vitality Sensitivity Flexibility Humor Joy

The most important multimedia element in the classroom?

The Teacher!

Insert your picture here 

A Chinese proverb

I hear and I forget.

I see and I remember.

I do and I understand.

   Hence the importance of the senses in learning, because when you “do” you engage all the senses.

The computer is a virtual library and work space for learning, with rich multimedia, interactive, and increasingly tailor-made content.

Data visualization, music/sound, play, physical interaction, communication—especially writing and speech communication—all help students understand and retain information.

The

Affective

learning nature of

Feelings are important, too…

A

ffective learning is

E

ffective learning Good teaching begins, not in the mind, but in the heart Teaching is hard work because it’s heart work

   

Education is a balancing act between teaching and learning

The learning becomes more as the teaching becomes less The student is at the center of the learning process The teacher’s role is to prepare the environment Not the sage on the stage, but the guide at the side

There’s nothing new under the sun

These ideas about education are as old as the hills Froebel Dewey Piaget (à la activity Montessori Plato Reaffirmed and Learning by doing Vigotsky Pestalozzi ) Educational value of play and physical Prepare the environment so that the student will learn “spontaneously” ’s Constructivism Bruner Discovery learning “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.’ ”

“I have a dream…”

…that modern, computer-based technologies for teaching and learning—in time, and as these technologies become ubiquitous at home and at school—will fundamentally change the way education is done.

For each one of us, the journey begins here; the journey begins now.