Technology and Education

2005 ◽  
pp. 72-88
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Foundations Of Education ◽  
Technology And Education ◽  
Technology Domain

This chapter establishes the critical relationships between technology and the foundations of education described in previous chapters. The domains, psychologies, and taxonomies of education provide the essentials upon which the Taxonomy for the Technology Domain is built and uncovered in subsequent chapters. It provides a foothold for further exploration in order to reveal the true impact and effect of this newest classification system for teaching and learning.

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

Do ‘we’ really live in rapidly changing times? Questions concerning time, childhood, technology and education

2016 ◽  
Vol 17 (4) ◽  
pp. 367-376 ◽  
Author(s):  
Andrew Gibbons
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Early Education ◽  
Albert Camus ◽  
Childhood Education ◽  
Cause And Effect ◽  
Technology And Education ◽  
Changing Times ◽  
The Times

The arrival of digital media in early education appears to have been both the cause and effect of an idea of a universal experience of rapidly changing time. In this article, the role and purpose of the phrase ‘we live in rapidly changing times’ is of critical concern. The phrase is questioned in order to avoid taking its meaning for granted, arguing for an openness to the ways in which such a phrase might impact on teaching and learning, adulthood and childhood, education and school. The article engages with time as a universalising and colonising experience, and looks at how the times and time are talked about in particular ways and for particular purposes. The analysis in this article theorises time in relation to technology, economics, development and the broader politics of progress. These ideas are situated as critical to how the times are seen as rapidly changing. In exploring a range of texts and contexts, the article makes apparent the politics of the phrase. The article argues for questioning and resisting claims regarding the times on the grounds that studying and teaching childhood and technology will be more open to the ways in which their educational subjectivities are constructed. The article concludes with a turn to resistance to ideas about the inevitability of the times in which the teacher finds herself. Looking briefly at the writing of Albert Camus, strategies for resistance are offered that promote to teachers the idea of playing with time.

Investigation into the Taxonomy for the Technology Domain

2005 ◽  
pp. 238-256
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Information Technology ◽  
Classification System ◽  
Historical Evolution ◽  
New Classification ◽  
Technology Domain

This final chapter on the Taxonomy for the Technology Domain provides a discretionary inquiry into the research base of this newest classification system. Similar to the historical evolution of the taxonomies of Bloom (cognitive), Krathwohl (affective), Kibler (psychomotor), Bruce and Levin (technology as media) and SeSDL (communications and information technology), a watershed text such as this is obligated to demonstrate the scholarly basis upon which the new classification schemata is built.

Techology (Level 6.0)

2005 ◽  
pp. 217-237
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Shared Values ◽  
Cognitive Domain ◽  
Social Implications ◽  
Educational Objectives ◽  
The Past ◽  
Impact Of Technology ◽  
The Impact ◽  
Technology Domain

At the apex of the Taxonomy for the Technology Domain lies the study of technology, an often overlooked, yet uncommonly important venue for the application of technology for teaching and learning. Closely akin to the highest level of Bloom’s taxonomy of educational objectives in the cognitive domain, Tech-ology concerns itself with the “ability to judge the universal impact, shared values, and social implications of technology use and its influence on teaching and learning.” Given the impact of technology on society over the past six decades, this level of the taxonomy also concerns itself with judgments, recommendations, implications, influences, values, effect, and affect on teaching and learning. Some of the most essential considerations are presented here.

The Integrated Readiness Matrix

2012 ◽  
pp. 171-187
Author(s):  
James A. Bernauer ◽  
Christopher T. Davis ◽  
Lawrence A. Tomei
Keyword(s):  
Teaching And Learning ◽  
Classroom Teachers ◽  
Technology Coordinators ◽  
Online Classroom ◽  
The Matrix ◽  
Theory Of Multiple Intelligences ◽  
New Perspective ◽  
Future Work ◽  
Technology Domain ◽  
Critical Aspects

This chapter introduces the Integrated Readiness Matrix (IRM) designed to place faculty skills and competencies along two critical aspects of teaching and learning: the pedagogical and technology dimensions of education. Bloom’s Taxonomy and Gardner’s Theory of Multiple Intelligences provide the foundations for developing faculty into more effective classroom teachers. The Taxonomy for the Technology Domain suggests a new perspective for infusing technology into the traditional and online classroom and provides the spectrum of capabilities that actually produce learning. Faculty should seek to move themselves up on either or both dimensions; the IRM will assist in this endeavor. Technology coordinators can use the IRM as a guide to develop courses that specifically target faculty based on their position in one of the five recognized sectors of the IRM. The IRM model is ready for consideration now; future work will focus on the implementation of the matrix and an evaluation of its effectiveness.

Preparation and Assessment of Individuals to Work with Culturally and Linguistically Diverse Others

2014 ◽  
pp. 237-252
Author(s):  
Lorraine S. Gilpin
Keyword(s):  
Narrative Analysis ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Scholarship Of Teaching ◽  
Foundations Of Education ◽  
Program Of Study ◽  
Multiple Levels ◽  
Interactions With Peers

Education, in any setting, must prepare individuals to sensitively relate to and productively collaborate with Culturally and Linguistically Diverse Individuals (CLDI) on multiple levels in various contexts. Undergirded in the Scholarship of Teaching and Learning (SoTL) and constructivism, the study upon which the chapter is based, uses narrative analysis to determine resonant concepts: level appropriate key understandings derived by learners as a result of interactions (with peers and instructor, course activities and materials) within a course or program of study. Learners must unravel information, make sense of interactions, engage in critical reflection, and come to understandings upon which they act as citizens. Thus, learning takes place in the context of critical reflection and self and societal confrontations. Analysis of a capstone assignment in a course that prepares pre-service and in-service teachers to work with CLDI evidenced four clusters of resonant concepts relating to foundations of education, awareness, response, and advocacy.

scholarly journals Examining Technology for Teaching and Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
Pamela A. Lemoine ◽  
Robert E. Waller ◽  
Christopher J. Garretson ◽  
Michael D. Richardson
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Short Term ◽  
Changing Environment ◽  
Knowledge Based ◽  
The Future ◽  
Technology And Education ◽  
21St Century Technology ◽  
K 12 ◽  
Traditional Approaches

Much time, money, and attention has been given to the issue of technology in the K-12 classroom. In addition, there is an ever-expanding interest in preparing students for success in a transforming, technology-rich world. In the 21st century technology and education must work together to secure the future for students and society. Society in the 21st century is knowledge-based; learning is critical as knowledge resiliency continually becomes important for survival in the rapidly changing environment. The need for changing traditional approaches to education from the acquisition of short-term skills to proactive programs that infuses technology into the learning are of utmost importance as educators prepare students for the 21st century. 

scholarly journals Pengembangan Media Pembelajaran Statistika Berbasis Multimedia

2020 ◽  
Vol 2 (1) ◽  
pp. 11-15
Author(s):  
Devi Silvia Panjaitan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Instructional Media ◽  
Use Of Technology ◽  
The World ◽  
Technology And Education ◽  
Good Learning

In this era of rapid technological development, the use of technology in various aspects is greatly enhanced. It is also inseparable in the world of education which must adapt itself to technology and bridge the technology and education world by implementing technology-based systems. Among them can be applied using multimedia-based learning media. The role of instructional media in the teaching and learning process is very important to be carried out by educators today, because the role of instructional media can be used to channel the sender's message to the recipient and through learning media and can also help students to explain something conveyed by the educator. Therefore, educators must be able to present good learning media for students in the current era.

scholarly journals A Taxonomy as a Vehicle for Learning

10.28945/3360 ◽  
2009 ◽  
Author(s):  
Cornelia Brodahl ◽  
Bjorn Smestad
Keyword(s):  
Teacher Education ◽  
Classification System ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Activities ◽  
Second Phase ◽  
And Mathematics

In this article, we describe the development of a classification system providing a framework for analysis of, and communication about, a subgroup of learning objects. The objects we consider are highly visual, animated, interactive, and mathematics-related, and we call them VaniMaps. Secondly, we discuss the use of the system. In the first phase, the development was based on literature studies and discussions on examples of VaniMaps. In the second phase, the classification system was tested by students and their responses were analyzed to identify possible improvements. Now, the system is developed further based on experience gained while using it for different purposes. We see several possible uses of the classification system, or selected parts of it: (a) to facilitate communication between the orderer and the developer, (b) to initiate discussions on VaniMaps in teacher education, (c) to analyze and choose between VaniMaps for teaching and learning activities, and (d) to establish a database for VaniMaps labeled using classification statements. We will discuss all these uses and especially emphasize the use in teacher education, illustrated with a case study.

International Research and Variation in Views of Ethnicity

2012 ◽  
Vol 2 (2) ◽  
pp. 66-72
Author(s):  
Ella Inglebret ◽  
Amy Skinder-Meredith ◽  
Shana Bailey ◽  
Carla Jones ◽  
Ashley France
Keyword(s):  
United States ◽  
Classification System ◽  
International Research ◽  
The United States ◽  
Research Articles ◽  
Journal Articles ◽  
Research Participants ◽  
The Past ◽  
International Scale ◽  
Publication Patterns

The authors in this article first identify the extent to which research articles published in three American Speech-Language-Hearing Association (ASHA) journals included participants, age birth to 18 years, from international backgrounds (i.e., residence outside of the United States), and go on to describe associated publication patterns over the past 12 years. These patterns then provide a context for examining variation in the conceptualization of ethnicity on an international scale. Further, the authors examine terminology and categories used by 11 countries where research participants resided. Each country uses a unique classification system. Thus, it can be expected that descriptions of the ethnic characteristics of international participants involved in research published in ASHA journal articles will widely vary.

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