Lesson 11: The Computer as the Teacher’s Tool

Introduction

In this lesson, we shall again look at the computer, but this time from another

perspective the computer as the teacher’s handy-tool. It can in fact support the

constructivist and social constructivist paradigms of learning.

Constructivism was introduced by Piaget (1981) and Bruner (1991). They gave

stress to knowledge discovery of new meaning/ concepts/ principles in the learning

process. Various strategies have been suggested to foster knowledge discovery, among

these, is making students engaged in gathering unorganized information from which they

can induce ideas and principles. Students are also asked to apply discovered knowledge

to new situations, a process for making their knowledge applicable to real life situations.

While knowledge is constructed by the individual learner in constructivism,

knowledge can also be socially constructed. Social constructivism is an effort to show

that the construction of knowledge is governed by social, historical and cultural contexts.

In effect, this is to say that the learner who interprets knowledge has a predetermined

point of view according to the social perspectives of the community or society he lives in.

The psychologists Vygotsky stressed that the learning is affected by social

influences. He therefore, suggested the interactive process in learning. The more capable
adults (teacher or parent) or classmate can aid or complement what the learner sees in

a given class project. In addition, Dewey sees language as a medium for social

coordination and adaptation. For Dewey human learning is really human languaging that

occurs when students socially share, build and agree upon meanings and knowledge.

Learning Framework Constructivism Social Constructivism

Assumption Knowledge is constructed Knowledge is constructed

by the individual within a social context.

Definition of Learning Students build their own Students build knowledge

learning. influenced by the social

context.

Learning Strategies Gather unorganized Exchange and share form

information to create new ideas, stimulates thinking

concept/principle

General Orientation Personal discovery of Students discuss and

knowledge discover meanings

Example 8*5 – 8+8+8+8+8 Two alternative job offers

Option 1 – 8 hrs/day for 6

days/week

Option 2 – 9 hrs/day for 5

days/week
 The Computer’s Capabilities

Given its present-day speed, flexibility and sophistication, the computer can

provide access to information, foster creative social knowledge-building, and enhance the

communication of the achieved project package.

Based on the two learning theories, the teacher can employ the computer as

a/an:

· An information tool

· A communication tool

· A constructive tool

· As co-constructive tool

· A situating tool

Informative tool. The computer can provide vast amounts of information in various

forms, such as text, graphics, sound, and video. Even multimedia encyclopedias are

today available on the Internet.

Constructive tool. The computer itself can be used for manipulating information,

visualizing ones understanding, building new knowledge. The Microsoft Word computer

program itself is desktop publishing software that allows users to organize and present

their ideas in attractive formats.

Co-constructive tool. Students can use co-constructive tools to work cooperatively

and construct a shared understanding of new knowledge.

 Situating tool. By means of virtual reality (RS) extension systems, the computer can

create 3-D images on display to give the user the feeling that are situated in a virtual

environment.
Discussion:

1. What do you say if teachers ask you to gather and memorize information from the

Internet?

2. What do you say if the teacher himself/herself shows students that he/she can

most creatively construct multimedia learning packages, and students just listen to

his presentations?

3. Teachers are told not to use the computer as a Situating Tool if a pre-school child,

for example, can actually play-and build using actual Logo blocks.

4. Situating tools can put users in Africa, the North Pole or the solar system. How can

interactive Situating Tool computer activity be fun and exciting in these cases?
 Lesson 12: Information Technology in Support of Students-Centered Learning

Introduction

In this lesson, we shall see how the teacher can expand his options to make

himself more effective and relevant in the 21st millennium information age. In particular,

the lesson shall respond to questions on student-centered learning approach, practical

helps on designing and adapting student-learning activities shall be examined.

In addition, suggestions shall be made on how a student-centered classroom (SCL)

can be supported by information technology (IT)

The traditional classroom

It may be observed that classrooms are usually arranged with neat columns and

rows of student chairs, while the teacher stands in front of the classroom or sits behind

his/her deck. This situation is necessitated by the need to maintain classroom activities

through lecture presentation and teacher-led discussions.

The SCL classroom

Desiring to gain effectiveness, efficiency and economy in administration and

instruction, schools in these developed economies have also adopted the support of ICTs.

Their students have now become active not passive learners, who can interact with other

learners, demonstrating independence and self-awareness in the learning process.

 Generally, the new school classroom environment is characterized by student

individually or in group:

· Performing computer word processing for text or graph presentations.

· Preparing power-point presentation

· Searching for information on the internet

· Brainstorming on ideas, problems and project plan as needed, the teacher facilitating

instruction, also gives individualized instruction to serve individual needs.

Activity:

Learn the preparation ofs student-centered microlessons which contain one or two

learning objectives and few instructional tasks. A microlesson has 2 parts:

(a) Presentation of an authentic (real, relevant, personal story/problem/or situation)

which will form the basis for a learning activity.

(b) Activities for higher-order thinking.

Discussion:

1. What can you say to the objection that an SCL environment can be noisy and

unwieldy?

2. How can SCL be fun, memorable and healthy?

3. Share discuss experiences on your e-mail activities.

4. Share/discuss experiences on Internet surfing.

 Lesson 13: Cooperative Learning with the Computer

Defining cooperative learning

Cooperative Learning or Collaborative Learning is learning by small groups of

student who work together in a common learning task. It is often also called group learning

but to be truly cooperative learning five (5) elements are needed:

1. A common goal

2. Interdependence

3. Interaction

4. Individual accountability

5. Social skills

From several studies made on cooperative learning it is manifested that cooperative

learning in its true sense is advantageous since it;

(a) Encourages active learning while motivating students;

(b) Increases academic performance

(c) Promotes literacy and language skill; and

(d) Improves teacher effectiveness

Cooperative learning and the Computer

Researchers have made studies on the learning interaction between the

student and the computer. The studies have great value since it has been a long standing

fear that the computer may foster student learning in isolation that hinders the
 development of the students social skills. Researchers agree that the computer is a fairly

natural learning vehicle for cooperative (at times called promotive) learning.

Components of cooperative learning

Educators are still vary about the computer’s role in cooperative learning. Thus they pose

the position that the use of computers do not automatically result in cooperative learning.

In that case, therefore assign the teacher several tasks in order to ensure collaborative

learning. These are:

· Assigning students to mixed-ability teams;

· Establishing positive interdependence;

· Teaching cooperative social skills;

· Insuring individual accountability; and

· Helping groups process information.

Discussion:

1. Discuss the difference between peer competition and positive interdependence in a

group. Simply said, aren’t there debates in group work?

2. What can be done in case some members of a group do not show positive interpersonal

and communication skills? Can the teacher help in this situation?

3. Are skills in listening, negotiating, compromising, punctuality, tolerance (giving others a

chance to speak) part of the social skills needed in group work?

4. How can group members ensure that each member of the group is also accountable for

the group work, and not totally dependent on others? In practical terms, how can the

teacher grade individual students fairly in a group activity for one single output?

5. While cooperative learning is a very good avenue for teachers to help students learn

affectively, why is it not to be adopted in all classroom learning situation?