Some Learning Theories/Models/Frameworks

As my semester is coming to an end, I tried to go through every learning path activity in my ICT and Pedagogy course. I am happy to say that I have gotten 96% for my completion (I’m actually happy overall with my Learning Journal portion of Assignment 3- I should be getting 5/5!). One activity was to fill in a blank table on the purpose and application various learning theories, models, and frameworks that we have learnt about during the semester.

I decided that since it is actually after the due date for the assignment (and therefore most people cannot change their grades by quickly submitting the table) that there would be no harm in uploading it to share with others. 🙂

Theory Purpose Application to Assignment 3 / Professional Experience
CLEM Model Help understand how to learn about a new ICT and how to use it to enhance student learning. If there are any new ICTs you need to use, it might help your explorations.

Hence might be useful as a part of the planning process for Part B.

TPACK Framework Technological Pedagogical Content Knowledge is used by teachers to identify the knowledge needed to effectively teach technology- Content Knowledge, Pedagogical Knowledge, and Technological Knowledge. May help teachers decide what they are capable of teaching students.

Identify what the focus can be for the lesson.

Backwards Design Identify the desired results, then the students’ evidence of achievement, and finally the learning experiences. Find out what the students are expected to achieve by the end of the lesson/week/unit, what students will need to be able to do/achieve to be consider adept, brainstorm how to best teach these concepts/abilities, plan these ideas into a teaching sequence.
RAT Framework ICT as Replacement,

ICT as Amplification, and

ICT as Transformation.

Consider how ICTs are used during lessons on professional experience, consider if there is an alternative way to use ICTs, discuss ICTs with mentor, “is this the best use of the ICT?”.
TIP Model The Technology Integration Planning model gives five stages to help address the issues in implementing technology:

·         Decide on objectives and assessments,

·         What advantage does ICT give?

·         Design ICT integration strategies,

·         Organise the learning environment to enable strategies to work, and

·         What worked well? What needs to be improved?

Use in Assignment 3 to reflect upon the ICTs implemented during professional experience.
The 5Es An inquiry-based teaching model.

·         Engage,

·         Explore,

·         Explain,

·         Elaborate, and

·         Evaluate.

Requires students to learn in a more hands-on fashion.

Can be used so students are directing their own learning, as opposed to teachers simply giving out facts.

WALT and WILF We Are Learning To…

What I’m Looking For…

Helps synthesise learning.

Is a good way to start the lesson/day so students know what is expected of them.

Connectivism Teaching that focuses on the social and cultural context in learning.

The learning tool is more important than the knowledge.

The students may learn better through different tools than the expected and regular tools that are usually implemented.

Find different resources and tools to help support student leanring.

Bloom’s Taxonomy Using the tools and technologies to facilitate learning.

Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

Can be used to identify if a (ICT) resource will require students to use higher- or –lower order thinking skills.
Postman’s Five Things There are five things to know about technological change:

1.      Technology is always a trade-off,

2.      Technology creates winners and losers,

3.      There is a powerful idea embedded in every technology,

4.      Technology is ecological, not additive, and

5.      Technology tends to become mythic.

The understanding that ICTs and technology can have both benefits and downfalls. The teacher must evaluate the context and reason for using the ICT, and ensure that all students have the capability and resources to use them.
Toolbelt Theory / TEST Framework Each person has a range of “tools” they can use.

Consider the Task, Environment, Skills, and Tools.

Consider the “tools” at my disposal and use the TEST Framework to select one.
PKM Seek– Find things out and keep up to date, Sense– Personalise information and use it, and

Share– Exchanging resources, ideas and experiences.

Keep up to date with the learning path activities; collaborate with mentor during professional experience, write down feedback and reflections after lessons, collect resources from professional experience.

The Pressures of Using ICTs…

As I have been working through my Assignment 3 tasks, I have been reflecting on my last placement. I know that going into it I was very nervous about who my mentor teachers would be and if they would expect too much from me.

I have to say that although I did (miraculously) pass, I felt that they were expecting me to be an “expert” with ICTs, rather than a practicing teacher. I did know that I would have to incorporate ICTs into my lessons (as per the assignment outline), but I was expecting more of a reciprocal relationship where we learnt from each other. I noticed that whenever a classroom teacher would come into the library, one of my mentor would mention that I was there to teach ICTs to the students.

This made it very different to be flexible as the teachers would give me something that their students needed to achieve- and only in three weeks!