What do these theories, frameworks and models say about effective digital teaching?
Goal of Technology Integrations: Meaningful Learning
Goal of Technology Integrations: Meaningful Learning
Howland, Joanssen and Marra (2012) views on integrating technology is to focus
initially on the kinds of learning, particularly meaningful learning, and then to
identify how technology affords students the opportunities to engage in meaningful
learning. Meaningful learning takes place when students are engaged in active,
constructive, cooperative, authentic and intentional tasks. They go on to say that
“technologies can and should become the tools of meaningful learning” (p. 5) when
the students learn with and not from technology. Focusing on learning and the five
characteristics of meaningful learning suggests that pedagogical content
knowledge takes precedence over technological knowledge which is in contrast to
Koehler and Mishra (2013) TPACK framework. In my classroom practice the
integration of technology follows the same process as discussed by Howland,
Joanssen and Marra (2012). Planning is focused on the students needs, which
includes learning outcomes and assessment components. Technology is then
integrated only if it provides support to the students in meeting the learning
outcomes.
initially on the kinds of learning, particularly meaningful learning, and then to
identify how technology affords students the opportunities to engage in meaningful
learning. Meaningful learning takes place when students are engaged in active,
constructive, cooperative, authentic and intentional tasks. They go on to say that
“technologies can and should become the tools of meaningful learning” (p. 5) when
the students learn with and not from technology. Focusing on learning and the five
characteristics of meaningful learning suggests that pedagogical content
knowledge takes precedence over technological knowledge which is in contrast to
Koehler and Mishra (2013) TPACK framework. In my classroom practice the
integration of technology follows the same process as discussed by Howland,
Joanssen and Marra (2012). Planning is focused on the students needs, which
includes learning outcomes and assessment components. Technology is then
integrated only if it provides support to the students in meeting the learning
outcomes.
The 5 characteristics of meaningful learning
environment they are working in and observing the results of their manipulations.
2. Constructive (Articulative/Reflective) - Students talk about their accomplishments
and reflect on the task and observations.
3. Intentional (Goal-Directed/Regulatory) - Students are actively trying to achieve a
3. Intentional (Goal-Directed/Regulatory) - Students are actively trying to achieve a
goal which in turn motivates them to think and learn more.
4. Authentic (Complex/Contextual) - Teachers need to provide learning tasks
4. Authentic (Complex/Contextual) - Teachers need to provide learning tasks
embedded in real life, useful contexts for learners.
5. Cooperative (Collaborative/Conversational) - Students work together in
5. Cooperative (Collaborative/Conversational) - Students work together in
communities in order to learn from each other through conversations and
knowledge building by utilising the skills in the group.
- Become more mindful of implementing more of the active and intentional
characteristics when planning.
A number of the characteristics are integrated into many aspects of my planning,
depending on the task. The most common characteristics implemented into the
daily tasks are constructive and cooperative with an emphasis on providing an
authentic context.
depending on the task. The most common characteristics implemented into the
daily tasks are constructive and cooperative with an emphasis on providing an
authentic context.
Implications for teaching
Providing more meaningful learning - - Become more mindful of implementing more of the active and intentional
characteristics when planning.
When integrating technology to facilitate meaningful learning we need to think
about how technology -
- supports knowledge construction
- can act as an information vehicle
- provides an authentic context
- provides a social medium to support conversations
- acts as an intellectual partner
about how technology -
- supports knowledge construction
- can act as an information vehicle
- provides an authentic context
- provides a social medium to support conversations
- acts as an intellectual partner
“Technologies should become the tools of meaningful learning and afford students
the opportunities to engage in meaningful learning when they learn with technology,
not from it.” (p. 5)
the opportunities to engage in meaningful learning when they learn with technology,
not from it.” (p. 5)
References
Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with
technology (4th ed.). Pearson.
technology (4th ed.). Pearson.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical
content knowledge (TPACK)? Journal of Education, 193(3), 13-19.
https://doi.org/10.1177/002205741319300303
content knowledge (TPACK)? Journal of Education, 193(3), 13-19.
https://doi.org/10.1177/002205741319300303