“digital natives are accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and the Internet” (Prensky, 2001, p. 3)
PLACE TEST 51 – Item Analysis Break Down
- Foundations of Instructional Technology 20%
- Learning Environments and Experiences 50%
- Professional Practice and Productivity 30%
- Technology and your Professional Practice
- Understand the role of technology and its social, ethical, legal, and human issues. Understand the basic operations and support of technology in an educational setting.
- Understand principles of planning and designing learning environments and experiences supported by technology.
- Understand the use of technology to facilitate the development of problem-solving capabilities,
- Understand how to implement and manage effective learning environments supported by technology.
- Understand the use of technology for research, collaboration, and communication (information literacy).
- Understand the use of technology to enhance student productivity.
- Understand the use of technology to enhance professional productivity.
- Understand applications of technology in assessment and evaluation.
- Understand strategies and resources for professional development in instructional technology.
International Society for Technology in Education
- Levels of technology implementation (LoTi) framework, Jo Williamson and Traci Redish
- HISTORY OF INFLUENCES IN THE DEVELOPMENT OF INTELLIGENCE & THEORY
Key issues in using educational technologies learner-centered pedagogies include:
- Allowing means for learners to build interpersonal connections and relationships
- Finding strategies that acknowledge differing learner needs, abilities, and interests
- Providing personal control and choice to learners, and
- Assessing and addressing the technology self-efficacy of individual learners
Chickering and Gamson (1991) developed seven principles for good practice in undergraduate education that have been interpreted by several scholars as transferable to the online and hybrid course environments ( Phipps, 2005 ; Guidera, 2004 ; Roby and Hampikian, 2002 )
The Seven Principles for Good Practice in Undergraduate Education are anchored to the concept of creating a learning-centered environment for students and include:
- Encouraging student-faculty contact
- Encouraging cooperation among students
- Encouraging active learning
- Providing prompt feedback
- Emphasizing time on task
- Communicating high expectations, and
- Respecting diverse talent and ways of learning
***A document that was created from over a century of research by the American Psychological Association (APA) Task Force on Psychology in Education (1993) was revised in 1997 to detail 14 learner-centered principles (http://www.apa.org/ed/lcp.html ). McCombs and Vakili (2005) used those 14 principles to devise a learner-centered framework for online learning.***
The framework focuses on ways to build a community of learners and suggests that an online course should:
- Focus on inquiry and problem-based learning
- Convey difficult concepts with bi-modal communication software
- Support collaboration as a means for learners to construct their own knowledge and contribute to a group
- Allow students to create electronic portfolios and other authentic assessments
- Incorporate initial and ongoing needs assessments that provide choice of activities and create optimally challenging environments
- Scaffold learning by creating hyperlinks to resources that help learners reach the next level of development
- Use a variety of technologies such as multimedia and streaming technologies to appeal to different learning styles and meet the needs of students with disabilities
- Provide ways for assignments to be graded electronically via a variety of assessments and have electronic feedback and grades available to students