Thursday, March 10, 2011
Friday, February 25, 2011
Podcast subject
Friday, February 18, 2011
About Managaging Cognitive Load/ Mayer & Moreno article
I think if we all think back to our days in high school we can relate to this article. All those times we were a million miles away instead of listening to the teacher explain a certain lesson......It's easy to relate to when you examine the subject of learning how to use technology.For myself this article is clear, more information is not always better, less is more. Today's lesson on garage band is a great example.We did a simple procedure and kept it short so we could process the important aspects of a beginner.
I like early in the article when we read about dual channels and how we humans possess separate channels for processing visual/pictorial material & auditory/ verbal material. We have a limited capacity in the amount of material we can process and meaningful learning depends on active cognitive processing during learning.
We read about extraneous cognitive load which basically means that the less distractions we put into a lesson plan, the better. Keep it simple & direct. Show one way of doing things and eventually the student will become comfortable with the material or technology and discover other ways on his own.
The remainder of the article explains the different principles that have been tested. The tests are conclusive and simply put, the less distractions the better. The exception being the Signaling Principle where extraneous material actually helps the student recognize important words or phrases thereby decreasing extraneous processing.
Let's remember this article when we are elementary school teachers where young a child's mind can be easily distracted and attention spans can be limited.
I like early in the article when we read about dual channels and how we humans possess separate channels for processing visual/pictorial material & auditory/ verbal material. We have a limited capacity in the amount of material we can process and meaningful learning depends on active cognitive processing during learning.
We read about extraneous cognitive load which basically means that the less distractions we put into a lesson plan, the better. Keep it simple & direct. Show one way of doing things and eventually the student will become comfortable with the material or technology and discover other ways on his own.
The remainder of the article explains the different principles that have been tested. The tests are conclusive and simply put, the less distractions the better. The exception being the Signaling Principle where extraneous material actually helps the student recognize important words or phrases thereby decreasing extraneous processing.
Let's remember this article when we are elementary school teachers where young a child's mind can be easily distracted and attention spans can be limited.
Friday, February 11, 2011
TPCK
I got a lot out of this article. The concept of "teaching with technology as a wicked problem" got my attention and enabled me to really try to understand the concepts in this article. Content, Pedagogy, and Technology all interact with each other to take the traditional teaching concerns of content and pedagogy and mesh them with a fairly new teaching concern of technology.
I agree that as teachers we need to embrace and master the use of technology into our very foundation of teaching. TPCK is the blueprint of this concept.
I agree that as teachers we need to embrace and master the use of technology into our very foundation of teaching. TPCK is the blueprint of this concept.
Thursday, February 10, 2011
TPCK Article
This is a great article. I hope everyone is understanding it. I really feel in the future technology will be one of the most important factors in early education.Let's all embrace it as a valuable tool. Hopefully one day soon there will be more software developed specifically for teachers so we won't have to adapt business software to education......more to follow
Friday, February 4, 2011
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