Robotic technologies as vehicles of new ways of thinking about constructivist teaching and learning: The TERECoP Project [Education]

2009 ◽  
Vol 16 (3) ◽  
pp. 21-21, 23 ◽  
Author(s):  
Dimitris Alimisis
Keyword(s):  
Teaching And Learning ◽  
Constructivist Teaching ◽  
Ways Of Thinking ◽  
Robotic Technologies

Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dorit Alt ◽  
Lior Naamati-Schneider
Keyword(s):  
Concept Mapping ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Health Management ◽  
Phase 1 ◽  
Advanced Technology ◽  
Learning Activity ◽  
Constructivist Teaching ◽  
Content Type

PurposeThe COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.Design/methodology/approachThe students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.FindingsSix themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.Originality/valueThis study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.

iCyborg

2010 ◽  
pp. 145-157 ◽  
Author(s):  
Catherine Adams
Keyword(s):  
Teaching And Learning ◽  
Educational Technologies ◽  
Learning Practices ◽  
Ways Of Thinking

Teachers may no longer envision their educational technologies as powerful yet essentially neutral tools plied to accomplish their own pedagogical ends. Rather, these technologies are more accurately theorized as vocative objects that prereflectively engage and invite us into their world, and mimetic interventions that scaffold, transform, and sustain new teaching and learning practices and ways of thinking regardless of teacherly intentions. This chapter explores some of the significances and implications of a ubiquitous technologizing of educational lifeworlds in light of this understanding.

Extracurricular Economy

2019 ◽  
pp. 14-54
Author(s):  
John Gallagher
Keyword(s):  
Early Modern ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Early Modern England ◽  
Language Teachers ◽  
Educational Provision ◽  
Ways Of Thinking ◽  
Language Teaching And Learning ◽  
Prestige Language

This chapter looks at the vibrant economy of language teaching and learning in early modern England. The period witnessed a boom in both autodidacticism and private educational provision. Language teaching was central to a vibrant urban ‘extracurricular economy’. New spaces, schools, and teachers reshaped the educational landscape. Working within an economy of reputation, skill, and prestige, language teachers advertised their services and attracted students through a mixture of their presence in print, networks of contacts, and claims of pedagogical skill and linguistic prestige. In doing so, these teachers—particularly teachers of French—contributed to new ways of thinking about the English language itself. New perspectives on the places, people, and practices of this extracurricular economy ultimately demand that we rethink the concept of an early modern ‘educational revolution’.

Fostering Meaningful Student Learning Through Constructivist Pedagogy and Technology Integration

2011 ◽  
Vol 7 (4) ◽  
pp. 1-10 ◽  
Author(s):  
Jared Keengwe ◽  
Grace Onchwari
Keyword(s):  
Technology Integration ◽  
Student Learning ◽  
Teaching And Learning ◽  
Modern Technology ◽  
Constructivist Teaching ◽  
Constructivist Pedagogy ◽  
Remarkable Improvement ◽  
Technology Tools ◽  
Critical Issues ◽  
Pedagogical Framework

While national statistics cite a remarkable improvement in technology tools and access to the Internet in most schools across the nation, many teachers are not integrating these tools into their instruction in ways that support and maximize student learning. Additionally, many teachers entering the workforce are far more likely to use computers for personal purposes rather than in the classroom (Keengwe, 2007; Keengwe & Onchwari, 2009). Consequently, there is need to motivate, train, and equip teachers with the skills, knowledge, and pedagogical framework to effectively teach with technology tools. This article reviews the constructivist pedagogical framework and the critical issues related to technology integration in schools. This article advocates the need for teachers to embrace constructivist teaching strategies to enhance meaningful teaching and learning in modern technology-rich classrooms.

scholarly journals CONSTRUCTIVIST TEACHING AND LEARNING

2020 ◽  
Author(s):  
Nishi Sharma
Keyword(s):  
Cognitive Development ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Real Life ◽  
Cognitive Map ◽  
Constructivist Learning ◽  
Constructivist Teaching ◽  
Learning Design ◽  
Past Experiences

The idea of constructivism brings the elements of learning, creativity and cognitive development together. The process provides better engagement among teacher and students through dynamic and interactive feeding of information that the children tries to comprehend themselves through past experiences. Constructivism focuses on process rather than the product. Learning through real life experiences and creating cognitive map makes children grasp the concepts better and apply them in real life applications. The paper tries to overview the theoretical aspects of the constructivist principles and constructivist learning design to execute constructivist teaching and learning in the classrooms

scholarly journals How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401988512 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs ◽  
State University ◽  
Mastery Experience ◽  
Traditional Approaches

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

Constructivist Teaching and Learning in a Web-Based Environment

2011 ◽  
pp. 394-399
Author(s):  
Valerie N. Morphew
Keyword(s):  
Learning Environments ◽  
Growth And Development ◽  
Teaching And Learning ◽  
Constructivist Teaching ◽  
Constructivist Approach ◽  
Web Based ◽  
The Rich ◽  
Traditional Setting

Web-based teaching and learning is on the rise in education and industry, challenging teachers and trainers to deliver instruction in new ways with the same or better results. To maximize the potential of Web-based delivery, instructors can avail themselves of the rich body of research that supports constructivist teaching and learning in the traditional setting. Applying the constructivist approach to Web-based teaching and learning can help instructors establish learning environments and practices that encourage growth and development in their students.

Delightfully, Difficult Work

2010 ◽  
pp. 169-183
Author(s):  
Karen Weller Swanson
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Scholarship Of Teaching ◽  
Continuous Growth ◽  
Whole Person ◽  
Ways Of Thinking ◽  
Transformational Growth ◽  
The Impact ◽  
Support Students

Many times students enroll in courses with the sole intention of learning new content or skills. While this is a reasonable goal, a longer term vision for students towards one of a transformed individual educates the whole person. Transformation through education has been studied for years (Kegan, 1994; Baxter-Magolda & King, 2004; and Belenky et al., 1986). This chapter is designed to examine the framework that explains the process of the transformational growth of students in becoming self-authoring. This chapter will also discuss the scholarly role that transformation plays for instructors through the Scholarship of Teaching and Learning (SoTL). Both theories have similar requirements for reflection, dialogue with peers and continuous growth. The need to design experiences that explicitly support students to reflect on their assumptions, consider alternative perspectives, develop a content language, and make connections between theory and practice will be discussed. The impact of explicitly making these ideas transparent to students illustrates the importance of modeling and valuing reflective feedback by instructors to enhance the learning process. Ideally, well-designed course dynamically shapes instructors’ thinking about their teaching and students‘ ways of thinking about their learning.

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