(1507042027)
Throughout the 20th century a certain
pattern of organizing instruction in schools has become well established and is
easily recognizable as the traditional model of classroom teaching: using the
text-book-based curriculum with its grade-level sequencing; dividing the day into
periods for teaching different subjects, with each subject subdivided into
units and lessons; and teaching with wholes-class instructional methods. The
standard pattern entails the following:
1. Beginning the lesson with review
2. Introducing and developing the new content
3. Leading the group in practice or
application activities
4. Assigning seatwork for individual practice
(possibly remediation or enrichment)
5. Testing to determine achievement
The process technologies combat boredom by providing a
change of pace from lecture and seatwork and by adding motivational features
that excite learner interest. They also provide a means for individualizing
instruction to a greater degree.
Process technologies for learning are specific
teaching-learning patterns that serve reliably as templates for achieving
demonstrably effective learning.
In a similar way, process technologies are packages of
tested and proven procedures, ready to be “loaded” with some specific content
and to lead learners through a particular kind of learning experience.
The
process technologies would emphasize active and continuous practice of relevant
knowledge, skills, and attitudes, and all, as part of the total system, provide
for rapid, effective feedback. Many of them are driven by the search for ways
to build interpersonal feedback into all instructional
References
Docstader,
Jolene. 1999. Teachers of the 21st century know the what, why, and how
of technology integration. T H E Journal, Jan99, Vol. 26 Issue 6, p73,
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National
Forum on Education Statistics. 2002. Technology in Schools, Suggestion, Tools
and Guideliness for Assesing Technology in Elementary and Secondary Education.
NCES 2003313
Hamilton,
Boni. 2007. IT's Elementary! Integrating Technology in the Primary Grades.ISTE
® (International Society for Technology in Education)
Haynes,
Kim. 12 Easy Ways to Use Technology in the Classroom, Even for Technophobic
Teachers. Retrieved from the
URL http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
on January 5th, 2017
Heather.
2014. 10 Ways to Integrate Technology into Your Classroom. Retrieved from the
URL
http://www.earlychildhoodeducationzone.com/10-ways-to-integrate-technology-into-your-classroom/
on January 5th, 2017
Reiser,
R. A. (2002). A history of instructional design and technology. In R.A. Reiser
& J.V. Dempsey (Eds.), Trends and issues in instructional design
and technology (pp.26-53). Upper Saddle River, NJ: Merrill
Prentice Hall.
Shrock,
S. A. (1995). A brief history of instructional development. In G. J. Anglin
(Ed.), Instructional technology: Past present and future (Second
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Solomon,
D. (2000). Toward a post-modern agenda in instruction technology. Educational
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