THE INTERNET, PEDAGOGY, AND

LEARNING

Fitri Hidayati (16716251005)Severinus Sakaria(16716259002)Riska Okta Pratiwi(16716251010)

NATURE AND HISTORY OF THE INTERNET IN SCHOOLSThe National Curriculum for Schools in England (DfEE/QCA, 1999) sets out four strands: Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluating work as it progresses.

BERNERS-LEE (IN DERN, 1994: 43) DESCRIPTION OF DIFFERENT ELEMENTS:

Wide-are Hypermedia Information retrieval Universal access Large universe of documents

INTERNET USE IN SCHOOLS Beginning what about now?

In the early to mid 1990’

WEBSITE EVALUATION Authority Purpose Audience Relevance Objectivity

Accuracy Currency Format Links Ease of use

THE KEY FEATURES OF ICT FOR THE SPECIFIC INTERNET USE Speed

Capacity Automation Communicability Replication

Provisionality Interactivity Non-linearity Multi-modality

PEDAGOGY Mortimore (1999: 17) describes pedagogical activity as, “Any conscious activity by one person designed to enhance learning in another”, which clearly includes decisions made by teachers, and to extent by policy makers, concerning the place of new technologies in teaching and learning.

-> pedagogy has come to refer to “the skills and approaches used by teachers to achieve the aims of the lessons that they teach, or methods which they employ.”

CONT. Traditional pedagogiesFor example: Victorian ageThe prevailing view on teaching and learning was that children’s heads were empty and it was the job of the teacher to remedy that by filling them with information in the form of facts.

PEDAGOGICAL APPROACH TO TEACHING

Teacher-Centred Approach

DIRECT INSTRUCTIONDirect AuthorityExpertPersonal Model

INQUIRY-BASED LEARNINGFacilitatorPersonal ModelDelegator

COORPERATIVE LEARNINGFacilitatorDelegator

Child-Centred Approach

BRUNER’S FOLK PEDAGOGIES

Children as Thinkers

Engaged in constructing meaningsDiscussionCollaborationSubscribes to the principles of constructivism learning theory

Children as the Doers

Learn by being shown and copying othersLearn by practicing(procedural knowledge)Subscribes to the principles of behaviourism learning theory

Children as Knowledgeable

Awareness of what is known to othersObjective knowledge is achievedSubscribes to the principles of constructivism learning theory

Children as the Knowers

Learning from being toldPassive learningKnowledge of facts (Prepositional)Subscribes to the principle of behaviourism learning theory

Theories of Learning

BehaviourismLearner is passiveImitation of observable behavioursReinforcement

MethodsLectureRote learningDrilling and practiceMultiple choice tests

ConstructivismActive and social in the learning processStudents learn by doingLearning based on prior knowledge

MethodsDiscoveryCollaborative group workScaffolding

IMPLICATION

Internet

Approaches to Teachin

g

Teaching

pedagogies

Theories of

Learning

CLASSROOM IMPLICATION ON THE USE OF INTERNET

The use of Integrated Learning SystemSet of activities, tests Informs individualized learningNo consultation/discussion with others

Encourage students to work for their rewards while doing what they like and avoid punishment

Using computer time as a reward can provide positive feedback and integrate technology in the teaching and learning process

CONSTRUCTIVIST LEARNING AND INTERNET

Allow students to watch educational videos and have discussionAllow for problem-solving and inquiry-based learning activitiesAllow students take online tours and share their experience (Peer-group learning and sharing of knowledge)The use of primary sources of dataThe use of real world activities and contexts Allows construction of knowledge rather than the presentation of facts Detailed reference to what pupils already know Scaffolding techniques provided by the teacher and sometimes by others.

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