Advanced Teaching Methods for the Technology Classroom by Stephen Petrina

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By Stephen Petrina

As a result of nature in their topic, know-how academics have stumbled on how one can make studying lively and fascinating, usually via new actions and tasks that experience real-world relevance. As know-how fields develop, the luck of know-how academics is tied in with innovation instead of the accomplishments of the earlier.

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Recall a time when you were given directions for finding your way to an unfamiliar location. With poor directions, you most likely got frustrated and lost; you probably asked for directions again. With clear, orderly directions you found your way. Procedural knowledge is basically analytical, linear, and future-oriented. Procedural directions are derived from task analyses of activity (Chapter VIII). In our case, directions are derived from a task analysis of technological activity.

Be a cces sand blefar. be accessble and fa r. be presented and rea readly pres ented and dly perceved. perceved. be tra ghtforward andcons consstent. and s tent. provdeaassupportve e nvronment. learnng learnng envronment. provde flexblty and papartcpaton rtcpa ton and presentaton. pres enta ton. mnmze s ary physcal effort requrements phys ca l or effort or requrements . ensure learnng space thathat t a ccommodates accommodates both both s tudents tructona l nd ns studentsa and nstructonal methods methods .

Here, knowledge is passive and in storage for potential uses. Knowledge is much more dynamic, and generative rather than applicative. Knowledge generates action, and of course, action or experience generates knowledge. Knowledge is both the process and product of creative action. We will address learning theory and the generation of knowledge per se in Chapter VI. In this chapter, we stick with the issues of articulating and organizing knowledge for instruction. To make a transition in education from knowledge as information to be transmitted from teacher to students, to knowledge as dynamic, we have to understand the types of knowledge that are fundamental to technology studies.

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