27 Meaningful (and Fun) Ways to Use Technology for Teaching and Learning
Meaningful Learning with Technology
12
atributes of MEANINGFUL LEARNING with proper use of technology uwes anis chaeruman from: Elaizabeth A. Ashburn and Robert E. Floden, “Meaningful Learning Using Technology”, NY: Teacher College Press, 2006
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Transcript of Meaningful Learning with Technology
atributes of
MEANINGFUL LEARNING with proper use of technology
uwes anis chaeruman from: Elaizabeth A. Ashburn and Robert E. Floden, “Meaningful Learning Using
Technology”, NY: Teacher College Press, 2006
THE TRUE LEARNING
TECHNOLOGY IS NOT ABOUT
WHAT TECHNOLOGIES WE USED.
BUT, MORE IMPORTANTLY,
HOW THEY PROPERLY USED FOR LEARNING.
-‐ Uwes A. Chaeruman, 2017
Inten%onality
Content Centrality
Authen%c Work
Ac%ve inquiry
Construc%on of Mental Models
Collabora%ve Work
6 atributes
USE TECHNOLOGY
PROPERLY TO ADDRESS
THOSE ATRIBUTES
OF LEARNING.
Intentionality Using clearly articulated learning
goals to guide the design of learning tasks and assessment of learning
progress.
use technology to make intentional learning
-‐ Elaizabeth A. Ashburn, 2006
Content Centrality
use technology properly to align learning goals and tasks with the big
ideas, essential questions, and methods of inquiry that are centralto
the discipline.
-‐ Elaizabeth A. Ashburn, 2006
Authentic Work use technology properly to make
students able to construct multifaceted learning tasks that
represent the challenges, problems, and thinking skills required outside
the classroom. -‐ Elaizabeth A. Ashburn, 2006
Active Inqury use technology properly to make students able to use a disciplined inquiry process for learning that is
built on students’ own questions and develops habits of mind that foster high levels of thinking.
-‐ Elaizabeth A. Ashburn, 2006
CONSTRUCTION OF MENTAL
MODELS
use technology properly to make students able to embed the
articulation of cognitive models of content within the learning tasks.
-‐ Elaizabeth A. Ashburn, 2006
Claborative Work use technology properly to make
students able to work together adds value to achieving the learning
outcomes.
-‐ Elaizabeth A. Ashburn, 2006
Terima Kasih
4. AcKve inquiry: Using a disciplined inquiry process for learning that builds on students’ own quesKons and develops habits of mind that foster high levels of thinking. 5. ConstrucKon of mental models: Embedding the arKculaKon of cogniKve models of content within the learning tasks. 6. CollaboraKve work: Designing learning tasks so that students working together adds value to achieving the learning outcomes.
