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Technology Conception

Technology and humanistic conceptions of education are discussed. Technology focuses on using audiovisual and computer tools to efficiently transmit knowledge to students. The humanistic conception focuses on the whole child, allowing students to pursue individual choices and discover learning for themselves through personal experiences. The document then outlines key elements of curriculum including objectives, content, teaching methods, and evaluation. Objectives should be observable and measurable. Content includes the information to be learned. Teaching methods include teacher-centered, learner-centered, and content-centered approaches. Formative evaluation is used to provide feedback to improve instruction and learning.

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33 views6 pages

Technology Conception

Technology and humanistic conceptions of education are discussed. Technology focuses on using audiovisual and computer tools to efficiently transmit knowledge to students. The humanistic conception focuses on the whole child, allowing students to pursue individual choices and discover learning for themselves through personal experiences. The document then outlines key elements of curriculum including objectives, content, teaching methods, and evaluation. Objectives should be observable and measurable. Content includes the information to be learned. Teaching methods include teacher-centered, learner-centered, and content-centered approaches. Formative evaluation is used to provide feedback to improve instruction and learning.

Uploaded by

connie batucan
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Technology conception:

TECHNOLOGY: Technology can be to transmit learning through audio visual aids or


computer assisted programs giving students immediate knowledge
Through this conception you focus more on the organization and presentation of
materials to the learner.
Humanistic conception:
HUMANISTIC- Focuses on the whole child

 meaning children can pursue their individual choices.


 This lens helps the learner discover and construct learning for themselves.
 This can allow the individual to learn ways on how to manage things of
personal significance

Elements of Curriculum

1. Objectives of Curriculum:
When writing objectives, consider how you would test learners to determine if
they achieved what you want them to achieve.
Characteristics of Objectives:
1.
2. Objectives must be both observable and measurable to be effective
3. Objectives provide a means of measuring whether the students have
succeeded in acquiring skills and knowledge.
4.
Classification of Objectives:
Objectives can be classified as follows;
a) General Objectives: A general objective is a statement that communicates
the overall goal of a research or study project in a single sentence.
b) Instructional Objectives: These are specific learning outcomes.

c) Knowledge Objectives: Objective knowledge is often considered to be unbiased and independent


of individual perspectives.

d)

E)

F)

2. Content of Curriculum:
The content of the curriculum includes the information to be learned in the educational
institute.
Principles to follow in Organizing the learning Contents:
1. Balance: It ensures that no area will be overcrowded or less crowded. A balanced
curriculum implies structure and order in its scope and sequence.
2. Articulation: to ensure that the next grade level takes up where the previous grade level
left off.
3. Sequence:
4.
5.
6.
3. Teaching Methods:
In teaching method, the teacher knows about, How the selected content
to be delivered to the students to achieve objectives of the curriculum?

 The aim of curriculum is achieved with the help of teaching


methods through selected content. These methods are applied for
providing learning experience and bringing desirable change
among the student.
 Teaching methods are identified to teach the subject that is
more suitable to achieve the objectives. It also involved
training of teachers to teach the content.

 Here is the list of teaching method that is adopted to achieve the


objectives of curriculum:
A. Teacher-centered method
B. Learner-centered method
C. Content - centered Method
A - Teacher-centered method:
 In this method, the teacher casts himself/ herself in the role of being a
master of the subject matter. The teacher looked upon, by the learners as
an expert or an authority. On other hand, the learners are presumed to
be passive and copious recipients of the knowledge from the teacher.
passive and copious- sagana

 Examples of such methods are;


 1. Expository methods
 2. Lecture methods
1. Expository method:
This method involves the transmission of information in a single direction from a
source to learners. The source may take a variety of forms (book, television, person)
although it is commonly a teacher in classroom.

2. Lecture method:
In a lecture the instructor tells, explains, describes or relates whatever information
the learners are required to learn through listening and understanding. It is therefore
teacher-centered method. In this method the instructor is very active, doing all the
talking. On the other hand learners are very inactive, doing all the listening

B - Learner-centered method:
 A learner – centered method is a process that brings together cognitive, emotional,
environmental influences and experiences for acquiring or making changes in learners.
 In this method, the teacher/ instructor is both, a teacher and a learner at the same
time. The teacher also learns new things every day which he/she did not know in the
process of teaching. The teacher “becomes a resource rather than an authority”.

Examples of learner- centered methods are;


1. Discussion method
2. Problem solving method
3. Role play
4. Brain Storming
1. Discussion method
 A method in which group discussion techniques are used to reach instructional
objectives.
 Discussion involves two-way communication between participants. In the classroom
situation an instructor and trainees all participate in discussion. During discussion, the
instructor spends some time listening while the trainees spend sometimes talking. The
discussion is, therefore, a more active learning experience for the trainees than the
lecture.
2. Problem solving method
 This method helps students to gain the ability of scientific problem solving and using it
in the every area of life.
 Problem solving is a process to choose and use the effective and benefical tool and
behaviours among the different potentialities to reach the target.
This method is used in the process of solving a problem to generalize or to make
synthesis
3. Role play:
 In role plays, participants use their own experiences to play a real life situation. When
done well, role plays increase the participant’s self-confidence, give them the
opportunity to understand or even feel empathy for other people’s viewpoints or
roles, and usually end with practical answers, solutions or guidelines.
Role plays are useful for exploring and improving interviewing techniques and examining the
complexities and potential conflicts of group meetings.
4. Brain Storming
 The purpose of a brainstorming session is to discover new ideas and responses very
quickly. It is particularly a good way of getting bright ideas.
Participants are encouraged to let ideas flow freely, building on and improving from previous
ideas. These ideas are listed exactly as they are expressed on a board or flipchart, or written
on bits of paper.

C - Content -centered Method:


 In this method, the teacher and the learners have to fit into the content that is taught.
 Generally, this means the information and skills to be delivered are regarded is
important. A lot of emphasis is laid on the clarity and careful analyses of content.
Examples of Content - centered methods are;
1. Programmed Instruction Method
2. Drill
3. Study Assignment method

1. PROGRAMMED INSTRUCTION METHOD


A method of self-instruction.
To provide the review and practice of knowledge and skills.
Improves end-of-course proficiency.
2. Drill
Repetition to hone a skill or memorize information.
3. STUDY ASSIGNMENT METHOD
 A method in which the instructor assigns reading to books, periodicals, project or
research papers or exercises for the practice.
 Assignments are effective ways to teach students how to conduct self-study as well
become independent from the teacher in acquiring information.

4. Evaluation:
The term “evaluation” generally applies to the process of making a value judgment. In
education, the term “evaluation” is used in reference to operations associated with
curricula, programs, interventions, methods of teaching and organizational factors.
Curriculum evaluation aims to examine the impact of implemented curriculum on
student (learning) achievement so that the official curriculum can be revised if
necessary and to review teaching and learning processes in the classroom.

Types of evaluation:
Formative evaluation
Summative evaluation

1. Formative evaluation:
According to N.E.Gronlund (1985)
 “ Formative evaluation is used to monitor learning progress during instruction
and to provide continuous feedback to both pupil and teacher concerning
learning successes and failures. Feedback to pupil reinforces successful learning
and identifies the learning errors that need correction. Feedback to the teacher
provides information for modifying instruction and prescribing group and
individual remedial work.
 Examples include: Tests, home work, assignments of various forms and
continuous Evaluation aspects.

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