This blog is associated with technology4kids, a copyrighted online textbook [URL http://www4.ncsu.edu/~stmullin/Home.html] 2006-2014 by Shirley Mullinax Lombardi with all rights reserved [Library of Congress Registration Number TX 7-333-365], providing children and caregivers access to learning resources.
19 November 2014
17 August 2014
Teacher Tips for the new school year . . .
1. Curriculum Enhancements
2. Teacher resources
3. teachertipster.com
4. Classroom 2.0
5. Teach 100 links
6. Tips from buzzfeed.com
7. Steam Powered Classroom
8. ... and pre-school abc mouse
19 July 2014
Developmentally Appropriate Coding for Elementary School
Here are some links to developmentally appropriate coding application for elementary school students:
Kindergarten - Kodable iPad app (iTunes)
1st Grade - Tynker Beginner Levels: Puppy Adventure and Puppy Play Time
2nd Grade - Daisy the Dinosaur iPad app (iTunes)
3rd Grade - Blockly Angry Birds and Plants vs. Zombies inspired
4th Grade -Light Bot Hour of Code Challenge iPad app (iTunes). Also available on Android at http://light-bot.com/hocflash.html
5th Grade - Scratch
09 July 2014
Learning Theory Study Guide Updates
After discussions with Stewart Hase and after viewing Siegfried Englemann's interview on YouTube, the Learning Theory Study Guide is revised to reflect new information. The revisions may be viewed at Learning Theory Study Guide for those interested. As always, your comments here are welcome.
26 May 2014
Accessed 26 May 2014 at The Christian Science Monitor . . .
More groups are tutoring parents on how to raise children, as a key to curbing everything from poverty to joblessness. But, with kids, there’s no simple how-to manual.
21 May 2014
Accessed at Common Core State Standards Initiative . . .
What Parents Should Know
Today’s students are preparing to enter a world in which colleges and businesses are demanding more than ever before. To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade.
Accessed 21 May 2014
Accessed at National Association for the Education of Young Children . . .
Technology and Young Children
Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8
A joint position statement issued by the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College
Accessed 21 May 2014
19 May 2014
Accessed at Education next . . .
If you love bungee jumping, you’re the middle school type . . .
 |
| WINTER 2011 / VOL. 11, NO. 1 |
The Middle School Mess
By Peter Meyer
Video: Peter Meyer talks with students and teachers about the problem with middle schools.
Accessed 19 May 2014
Accessed 19 May 2014
13 May 2014
Accessed at The Christian Science Monitor
Teaching that's tailored to learners
A classroom revolution is under way that harnesses technology to allow students to learn at the pace best suited to them -- and changes the role of teacher from "sage on the stage" to mentor and coach.
10 May 2014
Summer activities for grades K through 8
Summer is coming!
Here is one source for keeping the summer doldrums at bay by enhancing your knowledge and your child's knowledge through exploration of Wayfinders offered by the Museum of Life + Science at 433 Murray Avenue in Durham North Carolina
Remember to check your local museums for their current offerings.
05 May 2014
Wikipedia links deleted
Sadly, all Wikipedia links in these sites are being disabled because of frequent redirects to inappropriate content and the unstable nature of the Wikipedia articles.
21 April 2014
Copyright is not Censorship
Portions of technology4kids may be used verbatim for educational purposes. ~ S. M. Lombardi
http://www.uspto.gov/ip/global/copyrights/basics.jsp
Office of Policy and International Affairs: Copyright Basics
A Copyright is a form of protection provided to the authors of “original works of authorship” including literary, dramatic, musical, artistic, and certain other intellectual works, both published and unpublished. The 1976 Copyright Act generally gives the owner of copyright the exclusive right to reproduce the copyrighted work, to prepare derivative works, to distribute copies or phonorecords of the copyrighted work, to perform the copyrighted work publicly, or to display the copyrighted work publicly.
The copyright protects the form of expression rather than the subject matter of the writing. For example, a description of a machine could be copyrighted, but this would only prevent others from copying the description; it would not prevent others from writing a description of their own or from making and using the machine. Copyrights are registered by the Library of Congress.There are times when you may desire a combination of copyright, patent and trademark protection for your work. You should consult an attorney to determine what forms of intellectual property protection are best suited to your needs.
27 March 2014
Educational philosophy
Standardizing language for philosophies of education
Standardizing a learning process requires language that will enable
professionals to coordinate their efforts. This blog is written to support the
use of existing terminology, as well as plea for the acceptance of recently
proposed new terminology, that illustrates the organizational principles
underlying acquisition of knowledge. This information is classified under
Library of Congress scheme T10.5-11.9: Communication of technical information. Standardizing
a learning process involves technologies that guide young learners through programmed
experiences, as well as, thoughtfully involving mature learners. Successful
instruction requires more than an intuitive or personal understanding of a
particular concept, principle, theory, or philosophy; it requires the
caregiver, teacher, mentor, or facilitator to understand ways of appropriately
representing ideas to meet the learners’ needs.
Keywords: Philosophy of education, e-learning methodology, learning
methodology, learning syntax, diaskagogy, pedagogy, andragogy, heutagogy,
behaviorism, cognitivism, humanism, constructivism, knowledge development,
flexible learning, open learning, LMS, MLE, LCM, VLE, Educational theory,
Instructional theory, Learning theory, teaching, learning, E-learning
DISCUSSION FOR PART ONE
Standardizing a learning process requires language that will enable
professionals to coordinate their efforts. This literature review seeks to clarify
existing terminology, plea for the acceptance of proposed new terminology, and
make clear the organizational principles underlying acquisition of knowledge;
thereby, adding to the body of knowledge concerning syntax for learning and
teaching methodology. The provided information and resources seek to enhance an
educator’s ability to discuss learning and teaching methodology.
Philosophies of education
According to Peters (1997), a reputable, well considered,
philosophy of education needs to include a knowledge theory, a human nature
theory, and an ethics theory. Also, it should include a psychology of learning
and teaching methodologies that describe what education should be, what methods
it should use, what traits it should cultivate, how and in whom it should cultivate
those traits, and why it should cultivate those traits (Guthrie 2002).
Behaviourism
The knowledge theory of behaviorism denotes a change
in knowledge through controlled stimulus/response conditioning. The learning
goal is the lowest order of learning: memorization of factual knowledge, skill
development, and training. This type of learning is a conditioned response or
memorization of facts, assertions, rules, laws, and terminology. The Multiple
Intelligence [MI] focus is visual/spatial, musical/rhythmic, and
bodily/kinesthetic. The human nature theory of behaviorism applies to learners
who are dependent learners that adopt knowledge from a caregiver. The
caregiver’s role is to build schema by demonstrating factual knowledge. The
purpose in education is to build schema by adopting knowledge from an
instructor, where the instructor observes, measures, and modifies behavioral
change in a specified direction. The ethics theory of behaviorism is that
anyone can be educated as exemplified by Jean-Marc-Gaspard Itard (1775-1838),
frequently called the father of special education.
Cognitivism
The knowledge theory of Cognitivism denotes a sequential development of
individual mental processes such as recognize, recall, analyze, reflect, apply,
create, understand, and evaluate. This learning process is based on an
individual’s sequential development of cognitive abilities, such that mental
processes of recognize, recall, analyze, reflect, apply, create, understand,
and evaluate are developed through careful guidance by a trained instructor– a
teacher. The type of learning is adoptive learning of techniques, procedures,
organization, and structure to develop internal cognitive structure by
strengthening synapses in the brain. The learning goal is low order learning of
conceptual knowledge, techniques, procedures, and algorithmic problem solving
[solving well-defined problems]. The human nature theory of cognitivism is that
a learner requires expert assistance to develop prior knowledge and integrate
new knowledge – learning how to learn. Sequential development of cognitive
abilities involves verbal/linguistic and logical/mathematical intelligences,
which are part of the MI focus. The purpose in education is to develop schema
using knowledge gained from others and the environment. The teacher’s role is
to develop conceptual knowledge and manage the content of learning activities. The
ethics theory of cognitivism is that neurogenesis allows people of all ages to acquire
a higher IQ independent of race, gender, or social status.
Humanism
The knowledge theory of Humanism denotes an in depth knowledge of self
and others developed through guided interaction that evokes the affective
component of learning to motivate fulfillment of maximum potential. This
learning process is needs motivated adaptive learning. The type of learning
involves development of strategy, personal interpretation, evaluation,
reasoning, and decision-making that ultimately develop expertise. The human
nature theory for humanism describes a learner that is self-directed toward
acquisition, development, and integration of knowledge and guided by a mentor
who encourages and enables the learner, andragogically, by providing access to
appropriate resources without obtrusive interference. The development of
strategy, personal interpretation, evaluation, reasoning, and decision-making
draws upon interpersonal and intrapersonal intelligence. The purpose in
education is to become self-actualized with intrinsic motivation toward
accomplishment. The learner is able to adapt prior knowledge to new experience.
The learning goal is high order learning of procedural knowledge, strategy,
reasoning, abstract analysis, and development of expertise. The ethics theory
of humanism evokes the affective component of learning to motivate fulfillment
of maximum potential of self and others. Such terms as Social Constructivism
and Connectivism [a neologism used in e-learning] share characteristics with
Humanism.
Constructivism
The knowledge theory of Constructivism denotes constructing and
conditionalizing knowledge through experiential learning based on real life
experience. The type of learning is problem based adaptive learning that
challenges faulty schema, integrates new knowledge with existing knowledge that
allows for creation of original work or innovative procedures. The human nature
theory describes a type of learner who is self-directed, creative, and
innovative requiring only a facilitator to guide them during heuristic problem
solving of ill-defined problems. The facilitator enables quested learning that
allows modification of existing knowledge and allows for creation of new
knowledge. This adaptive learning challenges faulty schema, integrates new
knowledge with existing knowledge, and allows for creation of original work or
innovative procedures drawing on visual/spatial, musical/rhythmic, bodily
kinesthetic, verbal/linguistic, logical/mathematical, interpersonal,
intrapersonal, and naturalistic intelligences. The purpose in education is to
become creative and innovative through analysis, conceptualizations, and
synthesis of prior experience to create new knowledge. The learning goal is the
highest order of learning: heuristic problem solving, metacognitive knowledge,
creativity, and originality. The ethics theory of Constructivism is that learners
have the right to choose and influence their own learning.
Learning
Theory Evolution
Learning theories continue to evolve based on assimilation or
accommodation of existing theories, as well as, new research coming from neuroscience
and concepts resulting from social or political debate.
Educational Theories
A psychology
of learning : learning theory
In his 1983 book Frames of Mind,
Howard Gardner proposed a theory of intelligence, which is now referred to as The
Theory of Multiple Intelligences [MI]. Gardner articulated criteria for a
behavior to be considered intelligence then chose eight abilities that he thought
met the criteria 1.) Musical–rhythmic, 2.) Visual–spatial, 3.) Verbal–linguistic,
4.) Logical–mathematical, 5.) Bodily–kinesthetic, 6.) Interpersonal, 7.) Intrapersonal,
and 8.) Naturalistic. A ninth ability, Existential – moral intelligence, he
later thought worthy of inclusion. Gardner maintains that MI should not
restrict a learner to one mode of learning and that each individual
possesses a unique blend of all the intelligences.
In his 1956 volume, Taxonomy of educational
objectives: the classification of educational goals, Benjamin Bloom outlined a
classification of learning objectives that has come to be known as Bloom's Taxonomy. Presented in matrix form, it is used to
assess three different domains of learning and is commonly referred to as a KSA
Matrix [Knowledge, Skills, Attitude Matrix ], it is used to assess the
development of Cognitive mental skills, Psychomotor manual or phsyical skills,
and Affective growth in feelings or emotional goals.
Robert Gagné's
Assumption is that different types of learning exist and that different instructional
conditions are most likely to bring about these different types of learning.
The Gagné Assumption may ultimately defend the use of different learning
theories at different stages of development. Summarized, the five categories of
learning are 1.) intellectual skills that create individual competence and ability
to respond to stimuli; 2.) cognitive strategies that enhance capability to
learn, think, and remember; 3.) verbal information that includes rote memorization
of names, faces, dates, phone numbers, etc. 4.) motor skill that includes kinesthetic
capabilities involved in learning to drive a car, ride a bike, draw a straight
line, etc. and 5.) attitudes the reflect ingrained bias towards different
ideas, people, situation, and may affect how one acts towards these things. Summarized,
the eight ways to learn are 1.) signal learning as a general response to a
signal [e.g. a dog responding to a command] 2.) stimulus-response learning
which is a precise response to a distinct stimulus; 3.) chaining of two or more
stimulus-response connections; 4.) verbal association of two learning chains;
5.) discrimination learning where the ability to make different responses to
similar-appearing stimuli is exhibited; 6.) concept learning as a common
response to a class of stimuli; 7.) rule learning of a chain of two or more
concepts; 8.) problem solving where learning involves structured thought.
Teaching
methodologies: instructional theory evolution
Instructional Theories have evolved as a result of new research coming from
neuroscience and concepts resulting from social or political debate.
Diaskagogy
Diaskagogy [dee-es-kuh-goh-jee, -goj-ee] is a neologism developed for
preschool education instructional theory at North Carolina State University in
response to sampling the National Association for the Education of Young
Children (NEAYC) for the dissertation 'Internet Activities for a Preschool
Technology Education Program Guided by Caregivers.' Diaskagogy focuses on
schema building. The caregiver demonstrates factual knowledge observing,
measuring, and modifying behavioral change in a specified direction. The term
allows for academic discussion of many centuries of preschool education instructional
theory. The instructor/child relationship in this scenario is one of entertainment. Where the caregiver demonstrates factual knowledge to build schema. The Caregiver observes,
measures, and modifies behavioral change in specified direction. The instructor/child
relationship in this scenario is one of entertainment. The word for
entertainer in Greek is διασκεδάζων (the Latin translation is genius). When
combined with the Greek άγω (ago) to "lead," the construed meaning is
"to lead the entertainer” and the transliteration from the Greek leads to
the word Diaskagogy di•as•ka•go•gy [dee-es-kuh-goh-jee, -goj-ee] is used to
describe Preschool education.
Pedagogy
Pedagogy requires a teacher to develop conceptual knowledge and manage
the content of learning activities. Learners at this level need assistance
developing existing knowledge and combining that knowledge with new knowledge.
Pedagogy allows for sequential development of individual mental processes such
as recognize, recall, analyze, reflect, apply, create, understand, and
evaluate. This level is an early stage of learning where problems are well
defined; where conceptual knowledge, techniques, procedures, and algorithmic
problem solving develop Verbal/Linguistic and Logical/Mathematical
intelligences. Pedagogy enforces adoptive learning of techniques, procedures,
organization, and structure which develop internal cognitive structure
[strengthens synapses in the brain]. The child, in level one, must learn how to
learn by developing existing schema and adopting knowledge from both people and
the environment. Pedagogy [ped-ah-goh-jee, -goj-ee] comes from the Greek παιδαγωγέω
(pedagogue); in which παιδί (ped) means "child” and άγω (ago) means
"lead"; so it literally means "to lead the child" where an
instructor develops conceptual knowledge and manages the content of learning
activities. Other relevant roots from Greek include μικρό παιδί or toddler;
αγόρι or boy child; κοριτσιών or girl child; μικρό παιδί or young child.
Andragogy
Andragogy [an-druh-goh-jee, -goj-ee] is a term used by the German
educator Alexander Kapp in 1833 to describe adult education. The American
educator Malcolm Knowles developed Andragogy into a theory of adult education. The
word comes from the Greek ἀνδρο (andro-) or “man” [rather than ενήλικ which
means "adult”] and άγω (ago) to "lead"; so it is construed to
mean, "to lead the man.” Learning strategies focus on mature learning with
a mentor that encourages, enables the mature learner by providing access to
appropriate resources, and refrains from obtrusive interference.
Heutagogy
Heutagogy [hyoo-tah-goh-jee, -goj-ee], a term
attributed to Stewart Hase [Southern Cross University] and Chris Kenyon of
Australia, is the study of self-determined learning. The irregular formation of
the Greek words ευρετικός (heurista) meaning to “discover,” εφευρετικός
(heuretikos) meaning "inventive," εύρημα (heuriskein) meaning to
"find," and άγω (ago) to "lead"; provide the root words
leading the interpretion "to lead to invention, discoveries, findings."
Heutagogy consists of learning strategies focused on mature learners who are self-directed, who may engage a facilitator to enable quested learning, which will allow for modification of existing knowledge
and creation of new knowledge.
SOURCES AND FURTHER READING
Allison-Bunnell,
S., Schaller, D. T. (2005). From the Physical to the Virtual: Bringing
Free-Choice Science Education Online, eduweb. Retrieved 1 December 2012 from
http://www.eduweb.com/virtual_science_centers.html. Also, in E-Learning and
Virtual Science Centers, edited by Leo Tan and R. Subramaniam. Hershey, PA:
Idea Group
Axelrod, R.
(1973). Schema theory: An information-processing model of perception and
cognition. The American Political Science Review, 67 (4) 1248-1266. Retrieved 26 March 2007 from http://links.jstor.org/sici?sici=0003-0554%28197312%2967%3A4%3C1248%3ASTAIPM%3E2.0.CO%3B2-O
Bartlett, F. C.
(1932). Remembering: An experimental and social study. Cambridge, United
Kingdom: Cambridge University Press.
Breuer, J.,
Bente, G. (2010). Why so serious? On the Relation of Serious Games and
Learning. Journal for Computer Game Culture. 4 (1), p. 7-24. Accessed 1
December 2012
http://www.eludamos.org/index.php/eludamos/article/viewArticle/vol4no1-2/146
Duchastel, P.
(1999). Prolegomena to a Theory of Instructional Design. Fort Lauderdale-Davie,
FL: Nova Southeastern University. Accessed 5 December 2012
http://itforum.coe.uga.edu/paper27/paper27.html.
ForgeFX (2011).
Simulation and Real-time 3D Software Development. San Francisco, CA: ForgeFX,
LLC. Accessed 1 December 2012 http://www.forgefx.com/articles/index.htm
Guthrie, James W.
(2002). "Philosophy of Education". In Frankena, William K.; Raybeck,
Nathan; Burbules, Nicholas. Encyclopedia of Education, 2nd edition. New York,
NY: Macmillan Reference. ISBN 0-02-865594-X.
Lombardi, S.M.
(2006-2014). technology4kids: 2nd Edition: Caregiver Study Guides. Accessed 27
March 2014 from
http://technology4kids.info/technology4kids_definitions.html .
Lombardi, S.M.
(2011). Internet Activities for a Preschool Technology Education Program Guided
by Caregivers. (Doctoral dissertation). North Carolina State University.
Retrieved 29 December 2011 from
http://repository.lib.ncsu.edu/ir/bitstream/1840.16/6826/1/etd.pdf
Peters, R.S.
(1977). Education and the education of teachers (Reprinted. ed.). London:
Routledge & K. Paul. p. 77. ISBN 0710084692.
Respondus, Inc.
(2012). Respondus LockDown Browser™. Redmond, WA : Respondus. Accessed 1
December 2012 http://www.respondus.com/products/lockdown-browser/#1
Silva, N. S. A.,
Costa, G. J. M., Rogerson, S., & Prior, M. (2009). Knowledge versus content
in e-learning: A philosophical discussion. Springer Science+Business Media UK
Ltd. Chester, United Kingdom: Springer, Ltd.
Vygotsky, L.
(1962). Thought and language. Cambridge, MA: MIT Press.
Zull, J. (2002).
The art of changing the brain: Enriching the practice of teaching by exploring
the biology of learning. Sterling, VA: Stylus Pub
26 March 2014
Super-team
In a 'Super-team', a variation of a High-performance team, a single person is not the leader throughout the entire project. Leadership is
based on different experiences and education among participants. Different
people will know more about different subjects; therefore, leadership for
different tasks changes. The most knowledgeable person, the person with
expertise, has the role of leader for that piece of work.1 Everyone on a Super-team is
selected for their expertise. These experts experience continuous learning from
each other throughout the team project. As Ciampa 2 points out, people cannot be
forced, they must want to do a task, done in the right way, a sense of
ownership of results develops among each team member. Harrington 3agrees with the need for individual
involvement in projects, and states that cross-functional groups are beneficial
to an organization. Zeffane 4 makes the point that through
participation, participants become committed, shifting responsibility for
change to team members where there is no “boss” to rebel against; thereby,
reducing resistance to change. Tuckman 5 conducted work that proposed
four stages of development experienced by new teams. Tuckman lists these four stages as:
' Forming - Awareness:'
*Feelings, weaknesses and mistakes are covered up.*People conform to established lines.*Little care is shown for others' values and views.*There is no shared understanding of what needs to be done.' Storming - Conflict:'*More risky, personal issues are opened up.*The team becomes more inward looking.*There is more concern for the values, views and problems of others in the team.' Norming - Co-operation:'*Confidence and trust to look at how the team is operating.*A more systematic and open approach, leading to a clearer and more methodical way of working.*Greater valuing of people for their differences.*Clarification of purpose and establishing of objectives.*Systematic collection of information.*Considering all options.*Preparing detailed plans.*Reviewing progress to make improvements (part of a continuous improvement process).' Performing - Productivity:'*Flexibility*Leadership decided by situations, not protocol.*Everyone's energies are utilized.*Basic principles and social aspects of the organization’s decisions considered.
Lloyd and Feigen [6] warn that broad based behavioral changes are required of traditional managers in their new roles as team member/leaders. Behavioral changes will require them to learn new skills around the concept of their role as team member/leader, as opposed to the role of a manager as the "boss."
References
1. Sharp J.M., Hides M.T. and Bamber C.
J. Continuous Organisational Learning through the development of High
Performance Teams HPO Research Group, Business School, University of Salford,
UK E-mail: J.M.Sharp@Salford.ac.uk
2. Ciampa (1991) Ciampa D. (1991). Total
Quality - A User's Guide for Implementation. Addison-Wesley Publishing Co Inc.
DeToro I. and McCabe T. (1997). How to Stay Flexible and Elude Fads. Quality
Progress, March, vol:30,no:3, pp:55-60.
3. Harrington H. J. (1997). The Fallacy of Universal
Best Practices. The TQM Magazine, vol:9, no:1, pp:61-75. (1997)
4. Zeffane R. (1996). Dynamics of
Strategic Change : Critical Issues in Fostering Positive Organisational
Change.
5. Tuckman B.W. and Jensen M.A. (1977). Stages
of Small Group Development Revisited. Group and Organisational Studies, vol:2,
no:4, pp:419-427. et al
6. Lloyd B. and Feigen M. (1997). Real
Change Leaders : The Key Challenge for Management Today Leadership and
Organisation Development Journal, vol:18, no:1, pp:37-40. .
30 January 2014
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