Pedagogical Principles
(Reference: http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/pdf/okojie.pdf)
Technology integration should be considered along with issues involved in teaching and learning. Such issues include developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities. Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully. The relationship between instructional technology and pedagogical concepts is considered with a view of assisting teachers to recognize the impact of such a relationship in an educational inquiry. Technology integration is complex and is made up of processes of interconnected activities. The essence of this article is to explore those processes and to encourage teachers and those connected with technology integration to be reflective practitioners.
A major part of the problem related to technology integration is that most educators have not addressed the pedagogical principles that will guide their use of technology for teaching and learning. The intricate relationship between technology and pedagogy has not been adequately explored. As teachers explore the process of technology integration and search for ways that it can be effectively accomplished, they will develop the rationale to examine the appropriateness of the technologies they are using and whether such technologies are compatible with their lesson plan and learning outcomes. The process of exploring the relationship between technology in education and pedagogy will encourage critical thinking on the part of teachers as they practice technology integration. It is important that teachers recognize that a relationship exists between technology in education and pedagogical decision-making.
• Identifying learning objectives in a technology-based instruction requires teachers to select and/or adapt instructional technology to match the objectives based on the students’ needs.
• Presenting instruction using technology as part of the instructional process requires teachers to choose the methods that are relevant to the objectives, the technology selected, learning styles, modes and pace of learning.
• Evaluating technology-based instruction requires teachers to select appropriate evaluation techniques that are relevant to the objectives, methods of instruction, and to technologies that have been used.
• Designing follow-up activities using technology requires teachers to select appropriate follow-up materials that are relevant to the objectives of the instruction and technologies that are accessible to the students as well as easy to use.
• Developing course enrichment materials using technology requires teachers to provide opportunity for students to explore issues related to the course materials and to provide them with the opportunity to select and analyze course enrichment materials using technology in ways that broaden their problem-solving skills.
• Locating sources for additional instructional materials using technology requires teachers to use the internet and multimedia networks to develop additional learning materials and expand instructional resources aimed at broadening the knowledge and the skill gained.
• Designing a dynamic classroom using technology requires teachers to provide a learning environment that is colorful, engaging, exciting, interactive and energetic as a way of encouraging students to venture into the world of technology and to discover knowledge for themselves.
Technology integration should be considered along with issues involved in teaching and learning. Such issues include developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities. Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully. The relationship between instructional technology and pedagogical concepts is considered with a view of assisting teachers to recognize the impact of such a relationship in an educational inquiry. Technology integration is complex and is made up of processes of interconnected activities. The essence of this article is to explore those processes and to encourage teachers and those connected with technology integration to be reflective practitioners.
A major part of the problem related to technology integration is that most educators have not addressed the pedagogical principles that will guide their use of technology for teaching and learning. The intricate relationship between technology and pedagogy has not been adequately explored. As teachers explore the process of technology integration and search for ways that it can be effectively accomplished, they will develop the rationale to examine the appropriateness of the technologies they are using and whether such technologies are compatible with their lesson plan and learning outcomes. The process of exploring the relationship between technology in education and pedagogy will encourage critical thinking on the part of teachers as they practice technology integration. It is important that teachers recognize that a relationship exists between technology in education and pedagogical decision-making.
• Identifying learning objectives in a technology-based instruction requires teachers to select and/or adapt instructional technology to match the objectives based on the students’ needs.
• Presenting instruction using technology as part of the instructional process requires teachers to choose the methods that are relevant to the objectives, the technology selected, learning styles, modes and pace of learning.
• Evaluating technology-based instruction requires teachers to select appropriate evaluation techniques that are relevant to the objectives, methods of instruction, and to technologies that have been used.
• Designing follow-up activities using technology requires teachers to select appropriate follow-up materials that are relevant to the objectives of the instruction and technologies that are accessible to the students as well as easy to use.
• Developing course enrichment materials using technology requires teachers to provide opportunity for students to explore issues related to the course materials and to provide them with the opportunity to select and analyze course enrichment materials using technology in ways that broaden their problem-solving skills.
• Locating sources for additional instructional materials using technology requires teachers to use the internet and multimedia networks to develop additional learning materials and expand instructional resources aimed at broadening the knowledge and the skill gained.
• Designing a dynamic classroom using technology requires teachers to provide a learning environment that is colorful, engaging, exciting, interactive and energetic as a way of encouraging students to venture into the world of technology and to discover knowledge for themselves.
