EDU654 Handouts Lectures 1-45

Lecture # 01

Topic: Introduction

In this course we will identify

•  the problems of learning
•  how to address those problems of learning through pedagogy and technology
•  what is pedagogy
•  what is technology
•  how to design pedagogical and technological content

We assume that you know about pedagogy and basic information technology already. Now we will study their use in order to address problems of learning in a classroom. Classrooms settings discussed in this course can be of high school, middle school or a university classroom. The more concentration in this regard will be on mathematics and science subjects. Arts and humanities can also be a part because problems are almost the same and ideas can be applied to other subjects as well.

Example:

When a teacher enters a classroom, his aim is to teach the students. For example, if a mathematics teacher enters a classroom he may want to teach functions & relations or discrete mathematics. If he is a teacher of calculus he may want to teach differentiation and integration. If he is a physics teacher, he may want to teach Newton’s laws. So the question is what is his purpose to teach the laws? Are his students able to solve any practical problem in life by using these laws?

It is not enough that a student is able to answer the questions given at the end of the lesson about Newton laws. In fact, a teacher must be more ambitious and must watch a change in students’ thinking. Students must try to understand the concept of Newton’s laws and also try to solve problems by applying these laws.

This course is not about teaching you the content of Newton’s laws, periodic table or calculus but instead letting you discover the problems that a teacher may face while teaching these and other such topics. Firstly, these problems should be highlighted. We must have such tools and techniques according to which we can identify the difficult topics to teach and understand. Where and what is the difficulty in these topics? There are some topics which are easy to teach to the students and some are difficult. So, why these topics are difficult to teach? When we say that a student has learnt something, his parts of brain are working continuously. At first part, there is only rote learning. Second is about understanding and at third level the brain’s logic level starts working. At this level, a child can generate meanings through the concept. A student can think more than the topic itself. Full reasoning ability of the mind is active and all sub-systems of the brain are working at the same time. A teacher can reflect on his teaching at the end of the lecture to investigate the level of understanding of the students.

Here the problems that are highlighted are actually the complexities in the topics which are difficult for the teacher to communicate properly and for the students to understand.

Introduction

The problem of integrating technology into the teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of success teachers have in using technology for instruction could depend in part on their ability to explore the relationship between pedagogy and technology.

Using technology to enhance the educational process involves more than just learning how to use specific pieces of hardware and software. It requires an understanding of pedagogical principles that are specific to the use of technology in an instructional setting. Pedagogy-based training begins by helping teachers understand the role of learning theory in the design and function of class activities and in the selection and use of instructional technologies. (pp. 2 and 6)

The relationship between instructional technology and pedagogical concepts is considered with a view of assisting teachers to recognize the impact of such a relationship in an educational inquiry. Technology integration is complex and is made up of processes of interconnected activities.

Why a topic is easy for the students and why it is difficult?

It's hard to get students to learn basic anything unless they are motivated to learn. Not all students will be motivated to learn any given subject. When it comes to something that can be somewhat complicated and mathematical (even at relatively basic levels) it becomes harder still to get students to learn.

For example, physics topics: Some students may feel that physics isn't important to them. They may not find it interesting or useful. Of course, one day they will discover that physics is everywhere. If you are having trouble keeping your students' attention, try relating physics to something they are interested in.

Prior knowledge of the students

Prior knowledge is important because it helps a person make sense of the world. This also helps to determine how much readers will comprehend and how well a writer will be able to communicate about a certain topic. Although it is true that the extent to which students will learn this new content is dependent on factors such as the skill of the teacher, the interest of the student, and the complexity of the content, the research literature supports one compelling fact: what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content.

A teacher must plan properly before teaching any topic. What is the teaching method that is more appropriate for the students to learn? When a teacher assumes that a student must start thinking something about the topic on the basis of his/her prior knowledge and teacher thinks about the method to teach is actually called as pedagogy.

Pedagogy

The method and practice of teaching, especially as an academic subject or theoretical concept.

Pedagogical tools

A pedagogical tool is anything that a person uses to learn or teach. Some pedagogical tools such as textbooks are considered "traditional," but as the needs of students and teachers change, lesstraditional items are becoming pedagogical aids. Exactly what a person considers a pedagogical tool varies by age and education level, but virtually anything can be a pedagogical tool in the right circumstances. It is normal for the amount of training required to use different tools to vary.

Traditionally, pedagogical tools include items such as worksheets, textbooks, handouts and hands-on models. As people have learned more about the way individuals learn, however, educators and students have branched out to other types of pedagogical tools.

For instance, a person might consider something as large as a pedagogical tool if a teacher could use the structure to demonstrate architectural principles of physics, material selection in building, math and similar topics. Although traditional pedagogical tools are found in just about every subject area, some tools are used with greater frequency or make more sense in particular fields, such as a microscope in biology or medicine.

Pedagogy also includes assessment, context (what is the purpose for teaching the content), prior knowledge, classroom environment, curriculum, (All these things inform us about pedagogy)

Technology has played a major role in instruction now a days; with students and teachers using tools such as websites or mobile device applications.

Teaching in class:

A teacher must know the technology and its use in classroom. He must pre plan for the problems that he thinks he could face during teaching and their solutions as well.

Pedagogy is a learning process that is endless. There are different tools and techniques of pedagogy. Knowledge continues to reshape itself so a single pedagogical tool or skill is not