Session 2

Week 1, Session 2

Class activity 1

2 main category: Directed and inquiry

Theory (1): Behaviorist Theory

Behaviorist Theory measures observable behaviors produced by a learner's response to stimuli. The behaviorist is not concerned with how or why knowledge is obtained, but rather if the correct response is given. This is based on operant conditioning.  It is based on observations and reinforcements. A lesson example would be rote memorization and computer games. 

Theory (2): Theory of Instruction

There are different optimal conditions needed for effective learning to take place. Children can learn when children's attention is gained, they can learn more. Attention can be gained using IT. 9 events of instructions that shape learning are gaining attention,  informing the learner of the objective, stimulating recall of prerequistic learning, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback, assessing the performance and enhancing retention and transfer.

Theory (3): Information Processing Theory

This approach is the study of cognitive development which is based on 3 beliefs. When the individual perceives, encodes, represents and stores information from the environment in his mind or retrieves that information, he is thinking. 4 mechanisms work together to bring about change in children's cognitive skills, encoding, strategy construction, automation to generalization. The cognitive development is driven by self-modification, the child uses knowledge and strategies, acquired from earlier problem solutions to modify her responses to a new problem. A lesson example would be to use a software for children to solve math problems/ language (fill in the blanks and rearrange words). From the information gathered, children present the information through their own video.

Theory (4): System theory and systematic instructional design

This is an instructional task analysis. This includes systematic methods of designing training programs. A teaching example would be to use a power-point presentation to introduce meanings to new vocabulary words. Power-point could include images, clip-arts and other visual aids. 

Theory (5): Social Activism Theory

This theory believes in hands on and experiential learning through social interactions. An example would be to work together on tasks of their interests. 

Theory (6): Scaffolding theory

It is like the Zone of Proximal Development (ZPD). The learning process is tailored to meet the needs of the students. Instructions should be at the child's level. Socio- cultural approach to cognitive development. 

Theory (7): Child development Theory

Children's cognitive growth develops through 4 stages as they interact with the environment. The 4 different stages are sensorimotor, pre-operational , concrete operational and formal operations. An example would be to provide activities according to children's level of readiness and stage of development. If child is in the sensorimotor stage, provide activities which allow them to explore with 5 senses. 

Theory (8): Discovery Learning

Discovery learning is inquiry based and constructivist approach and it is not teacher directed. It involves active learning, allowing children to explore and experience first hand. Children will remember things better when they experience them first hand. Students are able to test on their new knowledge. An example would be to bring the children for a garden trip, allowing them to discover leaves and plants and all the things in the garden.

Theory (9): Multiple Intelligence Theory

Through the different multiple intelligence theory, use IT by providing computers in the classrooms. 

1   Class Participation 2

     It is an electronic worksheet to drill and practice the children with immediate response.

    The advantages are that it builds on previous acquired knowledge and sustains pupils's Mathematical skill. There will be an immediate response, a difference between using a paper and pencil to using a computer. It is more encouraging and association with motivation with the use of computer.

     The objective is it helps improve the arithmetic skills. 

Assessment: There are 2 groups of which one group would do the problems on paper while the other groups would do the problems on the computer and see the difference of which the one using the computer will do better because of the motivation of doing better and also the speed of doing it. This would test the speed and accuracy.

Design integration technology: using Excel

Prepare the environment making sure there are enough computers for all the participants. The environment should be quiet and conducive so that the children can concentrate. Children should be given proper and clear instructions. Instructions should be repeated 3 times if it is important. 

Evaluate and revise integration strategies. The children need to know how to use the computer first which will not affect the speed of usage. The children should be ready to use the software. 

-        There must be assistance throughout in case of problem to help, has to be constant for all the children to show fairness.

      Class Activity 3

     This website is on flashcard inspired dvds. These flash cards help children to learn literacy in a fun manner.  

•      Age group for the site : From baby to young

•      What kind of software? Interactive software

•      Learning theory it uses? Information Processing theory, Child Development Theory and Discovery learning 

•      Evaluate website: The website had useful tools and information needed to use the flash cards and for children to learn from it. 

•      Can this be used in the childcare center? This can be used in the classrooms as it promotes interactions. 

•      Can this be used to enhance the learning process of students? Yes it can. It can help children in their learning in terms of them remembering the content of the subject being taught to them.