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According to Bruner (1967), "Discovery
learning is an inquiry-based, constructive learning theory that takes place in
problem solving situations where the learner draws on his/her past experiences
and existing knowledge to discover facts and relationships and new truths to be
learned”(para. 1). ICT mediated instruction supports this theory as
students are allowed to be creative, innovative and to be actively involved in
their learning.
The chosen lesson plan was in the area of Science. Students are expected to learn about insects. The assessment used was for students to create a poster based on the topic "Insect”.
Link for lesson:http://teachers.net/lessons/posts/4565.html
The lesson starts with a story about a hungry caterpillar, students are asked to make predictions and write these predictions on a post it note. As the story develops, students are involved in questions and answers and discussions. At the end of the story students are asked to reflect on their predictions and revise if necessary. Students then recall facts about the caterpillar which the teacher writes on the board. Students are now given a project to research, on the computer, an insect of their choice and make a poster with the factual information gathered from their research. The teacher employs activities such as making predictions, questioning, discussions, reflection, recalling facts and research in this lesson. These activities encourage a student centered approach to learning. The teacher uses an assessment where students create a poster based on the facts gathered about the insect. This assessment fosters flexibility, independence, creativity and innovation in students.
Students were asked to choose an insect, here they use their knowledge of what an insect is to make a suitable choice. They are actively involved in their learning as they were asked to research the insect of their choice. They are required to gather the relevant information on insects, according to the topics outlined by the teacher, this will give them an opportunity to use problem solving skills. In doing their research, students will learn about other insects apart from the one done in class. They may also learn new facts about insects that are seen in their real life situations. (Seepersad, 2014) Here students will be able to form links of what they have learnt about the particular insect to what they observe in real life instances. The assessment method used by the teacher provides students an opportunity to be creative, innovative and empowered as they feel a sense of accomplishment and ownership of their learning experiences and discoveries.
References
Learning-Theories.com. (2014).Discovery learning (bruner). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Teachers.net. (2014).#4565.Insects. Retrieved from http://teachers.net/lessons/posts/4565.html
Seepersad, R. (2014). Lecture on Unit 2 - learning theories that guide ict-mediated learning. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK 2030_Unit 2_Learning Theories that guide ICT.pdf
The chosen lesson plan was in the area of Science. Students are expected to learn about insects. The assessment used was for students to create a poster based on the topic "Insect”.
Link for lesson:http://teachers.net/lessons/posts/4565.html
The lesson starts with a story about a hungry caterpillar, students are asked to make predictions and write these predictions on a post it note. As the story develops, students are involved in questions and answers and discussions. At the end of the story students are asked to reflect on their predictions and revise if necessary. Students then recall facts about the caterpillar which the teacher writes on the board. Students are now given a project to research, on the computer, an insect of their choice and make a poster with the factual information gathered from their research. The teacher employs activities such as making predictions, questioning, discussions, reflection, recalling facts and research in this lesson. These activities encourage a student centered approach to learning. The teacher uses an assessment where students create a poster based on the facts gathered about the insect. This assessment fosters flexibility, independence, creativity and innovation in students.
Students were asked to choose an insect, here they use their knowledge of what an insect is to make a suitable choice. They are actively involved in their learning as they were asked to research the insect of their choice. They are required to gather the relevant information on insects, according to the topics outlined by the teacher, this will give them an opportunity to use problem solving skills. In doing their research, students will learn about other insects apart from the one done in class. They may also learn new facts about insects that are seen in their real life situations. (Seepersad, 2014) Here students will be able to form links of what they have learnt about the particular insect to what they observe in real life instances. The assessment method used by the teacher provides students an opportunity to be creative, innovative and empowered as they feel a sense of accomplishment and ownership of their learning experiences and discoveries.
References
Learning-Theories.com. (2014).Discovery learning (bruner). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Teachers.net. (2014).#4565.Insects. Retrieved from http://teachers.net/lessons/posts/4565.html
Seepersad, R. (2014). Lecture on Unit 2 - learning theories that guide ict-mediated learning. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK 2030_Unit 2_Learning Theories that guide ICT.pdf
The link to the educational wiki
that I have used is:http://www.kids pages.com/index.htm?count=5
Focusing on its Objectives
This educational wiki was designed for young kids. It focuses on the holistic development of the child and includes activities that would develop creativity and critical thinking skills. This wiki incorporated useful links to other pages. (Seepersad (2014) This chosen wiki does not indicate membership, but mention of the word "we” may suggest that work on this site may have been as a result of collaboration among members of the group.
User Friendliness and Inherent Features
The pictures used are bright and colorful and the use of cartoon characters makes the site appealing to kids. It is easy to navigate through the various pages. There are links to interactive games and puzzle which will make learning fun and interesting to young children. There is a "contact” link available so that guests can send suggestions for improvement of the site.
Ways it could be Improved
This site could have included an option for membership, with restrictions, there are many educators who are willing to share ideas and best practices. According to Klobas (2006), " Some restrictions may be incorporated for the protection of the integrity of the site”(as cited in Seepersad (2014) p. 109). The members' names should have been mentioned on the site. The font used could have been larger since the target users are young kids.
References
Kids pages for small ages. (2014). Retrieved from http://www.kidspages.com/index.htm?count=5
Seepersad, R. (2014). Lecture on Unit 4- Educational application of web 2.0 tool. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus, University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5467/mod_resource/content/2/EDTK 2030_Unit 4_Educational Application of Web2.0 Tools.pdf
Focusing on its Objectives
This educational wiki was designed for young kids. It focuses on the holistic development of the child and includes activities that would develop creativity and critical thinking skills. This wiki incorporated useful links to other pages. (Seepersad (2014) This chosen wiki does not indicate membership, but mention of the word "we” may suggest that work on this site may have been as a result of collaboration among members of the group.
User Friendliness and Inherent Features
The pictures used are bright and colorful and the use of cartoon characters makes the site appealing to kids. It is easy to navigate through the various pages. There are links to interactive games and puzzle which will make learning fun and interesting to young children. There is a "contact” link available so that guests can send suggestions for improvement of the site.
Ways it could be Improved
This site could have included an option for membership, with restrictions, there are many educators who are willing to share ideas and best practices. According to Klobas (2006), " Some restrictions may be incorporated for the protection of the integrity of the site”(as cited in Seepersad (2014) p. 109). The members' names should have been mentioned on the site. The font used could have been larger since the target users are young kids.
References
Kids pages for small ages. (2014). Retrieved from http://www.kidspages.com/index.htm?count=5
Seepersad, R. (2014). Lecture on Unit 4- Educational application of web 2.0 tool. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus, University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5467/mod_resource/content/2/EDTK 2030_Unit 4_Educational Application of Web2.0 Tools.pdf
"Critical thinking is the intellectually disciplined
process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication” (Scriven and
Paul, 1997, para. 3).
ICT-based instruction can assist in the development of critical thinking skills in students. Research done by McMahon (2009) revealed that students who are exposed to an environment where there are various technologies develop higher order thinking skills. Critical thinking is a higher order thinking skill where students are required to go beyond the recall stage. Teaching critical thinking skills involve problem solving, being reflective, making hypotheses, drawing conclusions and giving explanations (Ennis, 2013). ICT based instructions provide students with these opportunities. Students are given research where they need to distinguish between relevant and irrelevant information, they are required to evaluate the information, analyze it and apply to their learning situation.
According to Tobey (2014), critical thinking is developed when children play strategy games and puzzles. This can be easily accomplished through the use of ICT-based instructions. Teachers may provide software with games or puzzles on sequencing a story, students will need to think critically and make predictions about events, to ensure that the sequence is correct.
ICT-based instructions is an ideal method of creating critical thinkers. There is a vast amount of information, activities and games to support strategies for developing critical thinking skills.
References
Ennis, R. (2013).Twenty-one strategies and tactics for teaching critical thinking. Retrieved from http://www.criticalthinking.net/howteach.html
McMahon, G. (2009). Critical Thinking and ICT Integration in a Western Australian Secondary School. Educational Technology & Society, 12 (4), 269-281 Retrieved from http://www.ifets.info/journals/12_4/23.pdf
Scriven, M., & Paul, R. (1987).Defining critical thinking. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766
Tobey, J. (2014). Teaching critical thinking skills. Retrieved from http://janiecetobey.hubpages.com/hub/teaching-critical-thinking-skills
ICT-based instruction can assist in the development of critical thinking skills in students. Research done by McMahon (2009) revealed that students who are exposed to an environment where there are various technologies develop higher order thinking skills. Critical thinking is a higher order thinking skill where students are required to go beyond the recall stage. Teaching critical thinking skills involve problem solving, being reflective, making hypotheses, drawing conclusions and giving explanations (Ennis, 2013). ICT based instructions provide students with these opportunities. Students are given research where they need to distinguish between relevant and irrelevant information, they are required to evaluate the information, analyze it and apply to their learning situation.
According to Tobey (2014), critical thinking is developed when children play strategy games and puzzles. This can be easily accomplished through the use of ICT-based instructions. Teachers may provide software with games or puzzles on sequencing a story, students will need to think critically and make predictions about events, to ensure that the sequence is correct.
ICT-based instructions is an ideal method of creating critical thinkers. There is a vast amount of information, activities and games to support strategies for developing critical thinking skills.
References
Ennis, R. (2013).Twenty-one strategies and tactics for teaching critical thinking. Retrieved from http://www.criticalthinking.net/howteach.html
McMahon, G. (2009). Critical Thinking and ICT Integration in a Western Australian Secondary School. Educational Technology & Society, 12 (4), 269-281 Retrieved from http://www.ifets.info/journals/12_4/23.pdf
Scriven, M., & Paul, R. (1987).Defining critical thinking. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766
Tobey, J. (2014). Teaching critical thinking skills. Retrieved from http://janiecetobey.hubpages.com/hub/teaching-critical-thinking-skills