You will receive a list of concepts and definitions that will help you think about, understand, and effectively use instructional technology. The list is by no means definitive; you are encouraged to seek and suggest new concepts that you feel are important. Each team will add two concepts from other theory bases (e.g., motivation, development, cognition, learning, classroom management). While you may be familiar with the concepts from other courses, you will develop credible classroom applications specifically related to instructional technology. The assigned readings and the Internet are excellent resources. As a guideline, 25-100 words are reasonable for each application.
The following is an example of a key concept, definition, and application. Your team will be responsible for completing the application component for each concept.
Concept: Authenticity
Definition: Authenticity is a characteristic of learning environments that are designed to develop understanding through application and manipulation of knowledge within the context of the ordinary practices of the target culture. Authenticity is concerned not only with the similarity of the learning situation to the transfer environment, but also with the value learners attribute to the learning task and whether the learner practices what is essential for the transfer situation. (Brown et al., 1989)
Application: Within a teacher education class on technology, authenticity would include using computers for practices that teachers normally do in the classroom. This might include the development of instructional materials, the identification of suitable technology resources, and practicing the skills that will be learned by their students.
This assignment will be posted on the web as concepts.html.The standard 18 concepts are as follows (each team will add two more for a complete set of 20):Set 1: 6 concepts
(Due with Web Check 1)Anchored Instruction
A type of instruction in which materials to be learned are linked to a meaningful theme. The theme provides a holistic context for learning diverse concepts and subjects.Authentic Activity
Promotes learning in meaningful and realistic ways. The best ones of these allow students the opportunity to do hands-on activities, and control their learning to a certain degree. Provides practice and experience in ways that are valued by society beyond the classroom walls.Authentic Assessment
Evaluation that addresses what was learned and the process through which it was learned in a method similar to the practice activities, provides information about the particular tasks at which students succeed or fail, and evaluates tasks that are worthwhile, significant, and meaningful.Communities of Learners
Teachers, students, staff members, parents, and others actively and cooperatively work
to help one another learn. Communication is open, participation is widespread, teamwork is prevalent, and diversity is incorporated. All participants share a common sense of purpose, care about, trust, and respect each other, and recognize each other's efforts and accomplishments.Scaffolds
Support provided to learners in various forms, including (but not limited to) printed or oral guidance, modeling, and questions. Assistance is gradually reduced as the student achieves mastery.Transfer
The application of previously learned skills or knowledge to a new task or situation.
Set 2: 6 concepts + one new one from group
(Due with Web Check 2)Cooperative ad Collaborative Learning
A type of learning in which small groups of students complete tasks together, rather than competing against each other. Each student has a role and together, they work toward a common goal.Generative Learning
Given well-planned and carefully constructed scenarios, students identify problems to be solved and learn as they work together to solve them.Metacognition
The awareness and monitoring of one’s cognitive processes; understanding one’s own thinking processes; often referred to as “thinking about thinking.”
Problem-based Learning
Authentic and experiential learning centered around the collaborative investigation and resolution of complex and realistic problems.
Self-Regulated Learning
The process of actively monitoring and adjusting one’s thinking and learning. Students who do this generally are intrinsically motivated and actively seek more knowledge, oftentimes using strategic thinking.Situated Learning and Cognition
Authentic learning in which practice and exploration of a topic occurs within an actual environment native to the topic.
Set 3: 6 concepts + one new one from group
(Due with Web Check 3)Cognitive Apprenticeship
Learning that provides practice and mentoring regarding certain techniques or methods of thinking and doing.Distributed Intelligence
The idea that knowledge exists across a system and that the whole is greater than the sum of its parts.Media Attributes
Each method of delivery (e.g., print, overhead transparency, multimedia computer) has particular characteristics that are advantageous to specific learning situations. Teachers should select the medium that best facilitates the task at hand.
Multiple Perspectives
Provides a fuller understanding of a subject by considering many different sources and points of view. Encourages students to consider and reconcile many sources and positions.Reciprocal Teaching
Often occurs in the form of a dialogue between teachers and students. The student assumes the role of teacher regarding the material being learned. This involves summarizing, generating questions, clarifying, and predicting.Substantive Conversation
Involves sharing and exchanging ideas in which students and teacher develop a shared understanding about a topic. Builds on and clarifies ideas presented by others in the conversation, which results in significantly improved understanding of the topic discussed.
Here is an example of part of a concept map.
revised 06.03.03