State-of-the-Art Et Application Practices
CHI EMAS
State-of-the-art ET Application practices * Looking through progressive state policies that support technology-in-education, and other new developments in pedagogical practice, our educators today have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt.
Introduction
* Educators have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt today. * Computer Literacy and Competence - Don’t invest in technology hardware/system that may become a white elephant in a few years
More recent ET in education practice * It is now accepted that the contribution of the computer to pedagogy makes up for “good instruction.” * Teachers must therefore acquire or improve on their computer skills, as well as their “computers-in-the-classroom” skills.
Trends that should be recognized by educators * Through school or training center computer courses, students have become computer literate. * Teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons. * Students assessment/examinations have included measurement of higher learning outcomes such as creative thinking skills. * Recent teaching-learning models (such as constructivism and social constructivism) have paved for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems. * These trends and new levels of learning require the appropriate use of state-of-the-art instruction and the use of IT, tapping the computer’s information and communication tools (such as word processors, databases, spreadsheets, presentation software, e-mail, Internet conferencing, etc.)
Obstacles to IT pedagogical practice * Use of the computer is time-consuming and
State-of-the-art ET Application practices * Looking through progressive state policies that support technology-in-education, and other new developments in pedagogical practice, our educators today have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt.
Introduction
* Educators have become more aware and active in adopting state-of-the-art educational technology practices they can possibly adopt today. * Computer Literacy and Competence - Don’t invest in technology hardware/system that may become a white elephant in a few years
More recent ET in education practice * It is now accepted that the contribution of the computer to pedagogy makes up for “good instruction.” * Teachers must therefore acquire or improve on their computer skills, as well as their “computers-in-the-classroom” skills.
Trends that should be recognized by educators * Through school or training center computer courses, students have become computer literate. * Teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize lessons. * Students assessment/examinations have included measurement of higher learning outcomes such as creative thinking skills. * Recent teaching-learning models (such as constructivism and social constructivism) have paved for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems. * These trends and new levels of learning require the appropriate use of state-of-the-art instruction and the use of IT, tapping the computer’s information and communication tools (such as word processors, databases, spreadsheets, presentation software, e-mail, Internet conferencing, etc.)
Obstacles to IT pedagogical practice * Use of the computer is time-consuming and