INTRODUCTION TO TECHNOLOGY

FOR TEACHING AND LEARNING

• EDUCATORS ARE ALWAYS STRIVING TO
PERSONALIZE LEARNING FOR STUDENTS.
TECHNOLOGY CAN HELP THEM REACH NEW LEVELS
WITH ACCESS TO REAL-TIME STUDENT DATA,
LONGITUDINAL INFORMATION, CONTENT, APPS,
AND MORE. TECHNOLOGY CAN HELP EDUCATORS
CREATE BLENDED LEARNING ENVIRONMENTS AND
LEVERAGE DIGITAL TOOLS FOR FORMATIVE AND
SUMMATIVE ASSESSMENTS, BRINGING NEW
MODELS FOR LEARNING AND TEACHING TO
CLASSROOMS.
• Technology in education and the right devices
in students’ hands helps prepare them with
the career and technical skills they need to be
successful today and in tomorrow’s
workforce.
• Specific skills in coding, programming, physical
computing, and computational thinking have become
common requirements in the workforce. Though
making, students can gain these skills and hone their
problem-solving and critical thinking skills for the 21st
century.
• Learning by doing with maker mindsets and
environments can be very engaging when designed
and integrated with the right technology.
THE PROCESS OF TEACHING AND LEARNING
INTERACT IN A WAY THAT LEARNERS WORK FOR
THEIR GOALS AND THEY LEARN NEW KNOWLEDGE,
BEHAVIORS, AND SKILLS THAT ENHANCE THEIR
LEARNING EXPERIENCES.
 FOR THE CENTURY, THE LEARNING PROCESS
HAS BEEN SEEING VARIOUS PERSPECTIVES
SUCH AS:

• cognitive (learning as a mental operation)

• constructivist (knowledge as a constructed
element resulting from the learning
process)
• According to Huff and Duncan –
“Teaching or to teach someone is a
four-step process of planning, directing,
measuring and evaluating.”
TEACHING RULES EVERYONE MUST
KNOW

• Known to unknown: – Before teaching, the

teacher should ask and know how much
knowledge the students have towards that
lesson. By knowing, the teacher gets to
know the level of the class. When you know
about their knowledge, you have to teach it
to children who do not know it.
• Easy to complex: – First the teacher should present
simple compositions and then a little higher level than
that and at the end should present difficult
compositions. Because if the teacher presents difficult
compositions in the beginning, then the confidence of
the children is shaken.
• Specific to general: – The teacher should present the
specific form of the text first. After that its normal form
should be presented because children have a habit of
paying more attention to the particular form.
• Concrete to abstract from tangible to abstract /
gross: – The child first focuses on the object placed in
front of him. After that, you can also focus on
removing them. The child cannot think logically on
things that he has not seen before, so children should
show things first and then talk to remove them and
focus on them.
• Whole to partial: – The teacher should first give
information about the whole part, then later should
give information about its small parts, for example –
first tell about the car and then its parts.
• From uncertainty to certainty: – The child is
always confused about any new
phenomenon. Considering the illusion of
children, knowledge should be given to them so
that they can be sure about it.
• According to child centricity: – Teacher should
give education keeping in mind child centered
education. Children should be given education
keeping in mind feelings and interests.
• Differentiation analysis to synthesis: – Analysis
means breaking into pieces and synthesis means
adding. For example – When we translate a poem, we
break it down by writing one word and when we give its
conclusion, we tell the extract of the whole poem.
• Psychological to logical: – First, the teacher should
prepare the children in a psychological way that they
have to study, if they have to build a psychological
basis, then they can present the argument with
interest.
 STRATEGIES OF LEARNING

• Constructivist Theory- This theory derives from students’ existing knowledge

and skills. By applying a constructivist approach, students with their prior
knowledge and learning synthesis new understanding.
• Teachers set up problems for students, guide them to inquire about them, and
also monitor their exploration. In this strategy, students are required to learn from
their exploration after synthesis raw data, primary sources, and interactive
material. This process helps students to evolve knowledge. Constructivist
approaches are useful with learners of all ages.
 Experiential Learning
• ‘Experiential Learning’ theory offers a model of the learning process.
It also provides a multilinear model of development. The process is
explained as the creation of knowledge through the transformation
of experience. The knowledge which helps in transformation comes
from the combination of transforming experience and grasping.
• This theory is a highly effective method for education as compared
to other methods. It allows students to take participation at
personal level keeping in their want and need in consideration. It
expects students to have qualities such as self-initiative and self-
evaluation. For effective experiential learning, the whole learning
process from goal setting, experimenting, observing then
reviewing, and finally action planning is crucial. The strategy helps
students to learn new attitudes, new skills, or new ways of thinking.
 Cognitive learning
• Observing, taking instruction, and imitating the behavior
of others helps in learning in a more effective way. This
specific learning is the result of watching, listening,
experiencing, and touching. The powerful mechanism of
Cognitive learning provides knowledge and it goes well
beyond simple imitation.
• Simply, it means the acquisition of knowledge by means
of mental or cognitive processes. It is the process used
for manipulating information ‘in heads’. In short, the
creation of mental representations of physical objects
and of information processing is Cognitive learning.
 TEACHING AND LEARNING
STRATEGIES

6E+S Model of Instruction

• The 6 E’s and S follow the lesson plan format
of Engage, Explore, Explain, Elaborate,
Evaluate, Extend, and Standards. It is based
on a constructivist model of teaching and
faculties and teachers develop this plan.
Role-Playing & Simulations
• Role-playing and simulations are
interactive teaching strategies for
students. These strategies help to
improvise information and encourage
critical thinking and cooperative
learning. With the aid of these teaching
tools, students can clarify attitudes and
ideologies.
 REFERENCES:

• Introduction of teaching and learning - Digital Class Blogs

(digitalclassworld.com)
• Introduction To Technology For Teaching and Learning | PDF | Educational
Technology | Teachers (scribd.com)
SEE YOU NEXT
MEETING!
 REFERENCE:
• Introduction To Technology For Teaching and Learning | PDF | Educational
Technology | Teachers (scribd.com)