Pedagogy and Technology
Christine Greenhow, Digital Media Center, OIT, University of Minnesota
Bridging pedagogy (which comes from Greek â€śto lead the childâ€?) with technology (the art and science of applying knowledge to problem solving) poses a new question: how can both teachers and learners succeed in technology-enhanced environments? An important answer lies in the ability to look at technology as both a means and a method for improving education through the access and distribution of information. Research into studentsâ€™ comfort with technology reveals they are open and willing to its use, but still expect teachers to deliver content. In order to best shift from teacher-centric to learner-centric we can use wireless and/or internet technologies to create a resource-rich classroom.
[ The Math Forum at Drexel University ]
GoNorth, is an innovative, adventure-based learning initiative bridges students, teachers, and experts as a model for information sharing, learning, and access. Through the use of technology, the artic adventures become a comprehensive, interactive experience. The sense of immediacy is enhanced by the ability to deliver content to students across the world within 24 hours of its occurrence. GoNorth is an example of learning that extends beyond the classroom, and allows students to feel a part of the experience, the adventure, and excited to tune in for the information and updates. As a part of enhancing this experience, Aaron and his team continually seek to make improvements, especially by connecting directly with K-12 educators and students to find out what is working and what could be improved. The resources that are being developed and update include inquiry-based instruction methods and collaboration zones for students.
Mary McNabb, Learning Gauge, Inc.
Although the technology is available, many teachers are still struggling with integrating this means/method into the classroom and knowing how and when it is an appropriate teaching method. The gap between the â€śhavesâ€? and â€śhave-notsâ€? is apparent and raises questions about how to implement technology in education. Looking specifically at literacy in correlation with Internet technology, there is a disconnect with traditional styles of reading and the â€śhypertextâ€? nature of the worldwide web. This disparity makes learner differences clear, especially in terms of ability to self-monitor and self-motivate oneself in order to best learn and understand the information that has been read. For these reasons, teachers must be able to not only implement online learning activities, but also monitor, guide, and access these interactions in order for the students to have an optimal experience. [ Million Dollar Homepage ]