education in the new milieu
TRANSCRIPT
Education in the New Milieu
Change is a constant thing in this world. While the world is changing for progress it requires education to increase its power to educate people because the world now-a-days is demanding for greater abilities, knowledge and skills to its people. Changes occurs every where and any where; it can happen with just a blink of an eye or a snap of your fingers. There is progress when there is change the two always come together like no one could live without one whether the progress is for good or for bad.
When it comes to education, change is also present; from the Spanish period where men only are sent to school to the present period where both men and women are in school learning, from the tree sheds to brick classrooms, and from the teacher centered to learner centered approach of teaching where acquiring exciting and relevant.
Information and Communication Technology and Education
How does technology affect education?
Technology has given us the opportunity to obtain, analyze, assemble and communicate information in more detail at much faster than before. Technology enables us to do things we never imagine that could happen. One consequence of this benefits that technology has given to us is to increase the demand of education to help the learners acquire high-level skills that allow them to be globally competitive. Learners must level up his skills in order to go with the progress of the technology and not to be left behind.
There are several of techniques, methods, and technologies for helping learners to acquire new knowledge. There are times that the teacher engages the student in lower-level rote learning using drill and practice techniques for basic level learning. However, if the teacher wants to emphasize higher-order skills, methods as simulations, discovery, problem solving and cooperative learning will be employed for learners to experience and solve real-world problems. In these cases you will notice a shift in which the learning experience is carried out. Instead of the teacher’s total control and manipulation, the importance of the learner’s role in planning, implementation, and self-evaluation will be emphasized.
Comparison of Teacher-centered and Learner-centered
Teacher-Centered Paradigm Learner-Centered Paradigm
Knowledge is transmitted from professor to students
Students construct knowledge through gathering andsynthesizing information and integrating it with the generalskills of inquiry, communication, critical thinking, problemsolving and so on
Students passively receive information Students are actively involved
Emphasis is on acquisition of knowledge outside the
Emphasis is on using and communicating knowledge
context in which it will be usedeffectively to address enduring and emerging issues andproblems in real-life contexts
Professor’s role is to be primary information giver and Professor’s role is to coach and facilitate
primary evaluatorProfessor and students evaluate learning together
Teaching and assessing are separateTeaching and assessing are intertwined
Assessment is used to monitor learningAssessment is used to promote and diagnoselearning
Emphasis is on right answersEmphasis is on generating better questions and learningfrom errors
Desired learning is assessed indirectly through the use of
Desired learning is assessed directly through
objectively scored testspapers, projects, performances, portfolios, and thelike
Focus is on a single disciplineApproach is compatible with interdisciplinary investigation
Culture is competitive and individualisticCulture is cooperative, collaborative, and supportive
Only students are viewed as learners Professor and students learn together
TEACHING-CENTERED versus LEARNING-CENTERED
Concept Teacher-Centered Learner-CenteredTeaching goals Cover the discipline Students learn:
o How to use the disciplineo How to integrate disciplines to solve
complex problemso An array of core learning objectives,
such as communication and informationliteracy skills
Organization of Courses in catalog Cohesive program with systematically created
the curriculumopportunities to synthesize, practice, anddevelop increasingly complex ideas, skills, andvalues
Course structure Faculty cover topics
Students master learning objectives
How students Listening Students construct knowledge by integrating
learn Readingnew learning into what they already know
Independent learning, often in Learning is viewed as a cognitive and social
competition for grades act
Pedagogy Based on delivery of information Based on engagement of students
Course delivery Lecture Active learning
Assignments and exams for summative Assignments for formative purposespurposes Collaborative learning
Community service learning Cooperative learning
Online, asynchronous, self-directed learning
Problem-based learning
Course grading Faculty as gatekeepers Grades indicate mastery of learning
Normal distribution expected objectives
Faculty role Sage on the stage Designer of learning environments
Effective teaching
Teach (present information) well and Engage students in their learning
those who can will learn Help all students master learning objectives
Use classroom assessment to
improvecourses
Use program assessment to improveprograms
Teacher vs. Learner-Centered Instruction
Teacher-Centered Learner-Centered
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and structures (what the instructor knows about the language)
Focus is on language use in typical situations (how students will use the language)
Instructor talks; students listen Instructor models; students interact with instructor and one another
Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity
Instructor monitors and corrects every student utterance
Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise
Instructor answers students’ questions about language
Students answer each other’s questions, using instructor as an information resource
Instructor chooses topics Students have some choice of topics
Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates
Classroom is quiet Classroom is often noisy and busy
The shift from the teacher centered and the learner centered approach in teaching is shown in the above paradigms. (see figure 1,2 and 3)
Generally the new approaches of teaching presented in the new milieu are the fruit of the growing and progressing technology. The people’s willingness to progress is unlimited. The world demands for education is increasing and as a response education is upgrading it’s curriculum and learning strategies.
References:
- http://www.nclrc.org/essentials/goalsmethods/learncentpop.html
- http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf