My Report (Field Trip)

Making the most of community resources and field trips

2. Preplanning with Others Joining the Trip:

            Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standard. These may be parents who will assist teachers, other teachers and/or school administrator staff.

3. Taking the field trip:

·         Distribute route map of places to be observed.

·         Upon arriving at the destination, teacher should check the group and introduce the guide.

·         Special effort should be made to ensure that:

-           the trip keeps the time schedule

-          the students have the opportunity to obtain answers to questions

-          the group participates courteously in the entire trip

-          the guide sticks closely to the list of questions.

3. Post- field trip follow- up activities:

·         Provide time for students to share general observations and reactions to field trip experiences

·         Share specific assignments students completed while on the field trip.

·         Create a classroom bulletin board displaying materials developed or collected while on the field trip.

·         Develop a classroom museum that replicates and extends displays students observed on the field trip

·         Link field trip activities to multiple curricular areas.

·         Share and evaluate student assignments/activities from the Field Book.

·         Have the class compose and send thank-you letters to the field trip site host, chaperones, school administrators and other persons that supported the field trip. Include favourite objects or special information learned during the field trip.

·         Create a short news report about what happened on the field trip. Publicize the trip via an article in your local newspaper, school bulletin board, trip presentation for parent's night, or class Web page.

Evaluating Field Trip:

            These are the questions we can ask after the field trip to evaluate the field trip.

·         Could the same benefits be achieved by other materials? Was it worth the time, effort, and perhaps extra money?

·         Were there any unexpected problems which could be foreseen another time? Were these due to guides, students, poor planning, or unexpected trip conditions?

·         Were new interests developed?

·         Should the trip be recommended to other classes studying similar topics?

Post 3

THE CONE OF EXPERIENCE

            Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”.

The cone is diagram and explained in the next sections.

Post 2

THE ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

Technology has many roles in learning. In terms of traditional role, technology is a delivery vehicle for instructional lessons. In this role, he learner learns from the technology and the technology serves as a teacher. In other words, the learner learns the content presented by the technology in the same way that the learner learns knowledge presented by the teacher. From the traditional point of view, technology serves as source and presenter of knowledge and it is assumed that knowledge is embedded in technology.

      From the constructivist point of view, educational technology serves as learning tools that learners learn with.   It engages learners in active, constructive, intentional, authentic, and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning.  Technology serves as supporter of knowledge construction such as representing learner's ideas, understanding and beliefs, producing organized, multimedia knowledge bases by learners. It serves as information vehicles for exploring knowledge to support learning by constructing such as accessing needed information, comparing perspectives, beliefs and world views. It serves as context to support learning -by - doing like representing and simulating meaningful real- world problems, situation and contexts, defining a safe, controllable problem space for student thinking.  It serves as a social medium to support learning by conversing like for instance collaborating with others, discussing, arguing, and building consensus among members of the community. It serves as  intellectual partner to support learning- by- reflecting such as helping learners articulate and represent what they know, reflecting of what they have learned and  how they come to know it, supporting learner's internal  negotiations  and meaning making.

      Whether  used from traditional or constructivist point of view, when used effectively, research indicates that technology increases student's learning, understanding, and achievement but also augments motivation to learn , encourages collaborative learning and supports the development of critical thinking and problem-solving skills.

                By effectively using the technology, I can now apply my learning.

Post 1

EDUCATIONAL TECHNOLOGY:

Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extra net and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.

Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.