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Meaningfullearning With Technology

The document discusses attributes of meaningful learning with proper use of technology. It identifies six attributes: intentionality, content centrality, authentic work, active inquiry, construction of mental models, and collaborative work. It states that technology should be used properly to address these attributes of learning.

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Salsa Sabrina
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49 views12 pages

Meaningfullearning With Technology

The document discusses attributes of meaningful learning with proper use of technology. It identifies six attributes: intentionality, content centrality, authentic work, active inquiry, construction of mental models, and collaborative work. It states that technology should be used properly to address these attributes of learning.

Uploaded by

Salsa Sabrina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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atributes of

MEANINGFUL
LEARNING
with proper use of technology
from:  Elaizabeth  A.  Ashburn  and  Robert  E.  Floden,  “Meaningful  Learning  Using  
Technology”,  NY:  Teacher  College  Press,  2006  
THE TRUE
LEARNING
TECHNOLOGY
IS NOT ABOUT
WHAT TECHNOLOGIES
WE USED.
BUT,
MORE IMPORTANTLY,
HOW THEY
PROPERLY USED
FOR LEARNING.
-­‐  Uwes  A.  Chaeruman,  2017  
Inten%onality  

6
Collabora%ve   Content  
Work   Centrality  

atributes
Construc%on  
Authen%c  
of  Mental  
Work  
Models  

Ac%ve  inquiry  
USE
TECHNOLOGY
PROPERLY
TO ADDRESS
THOSE
ATRIBUTES
OF
LEARNING.
use technology
to make intentional learning

Intentionality
Using clearly articulated learning
goals to guide the design of learning
tasks and assessment of learning
progress.
-­‐  Elaizabeth  A.  Ashburn,  2006  
Content
Centrality
use technology properly to align
learning goals and tasks with the big
ideas, essential questions, and
methods of inquiry that are centralto
the discipline.

-­‐  Elaizabeth  A.  Ashburn,  2006  


Authentic Work
use technology properly to make
students able to construct
multifaceted learning tasks that
represent the challenges, problems,
and thinking skills required outside
the classroom.
-­‐  Elaizabeth  A.  Ashburn,  2006  
Active Inqury
use technology properly to make
students able to use a disciplined
inquiry process for learning that is
built on students’ own questions and
develops habits of mind that
foster high levels of thinking.
-­‐  Elaizabeth  A.  Ashburn,  2006  
CONSTRUCTION
OF MENTAL
MODELS
use technology properly to make
students able to embed the
articulation of cognitive models of
content within the learning tasks.

-­‐  Elaizabeth  A.  Ashburn,  2006  


Claborative Work
use technology properly to make
students able to work together adds
value to achieving the learning
outcomes.

-­‐  Elaizabeth  A.  Ashburn,  2006  


Terima Kasih
4.    AcKve  inquiry:  Using  a  disciplined  inquiry  process  for  learning  that  
builds  on  students’  own  quesKons  and  develops  habits  of  mind  that  
foster  high  levels  of  thinking.  
5.    ConstrucKon  of  mental  models:  Embedding  the  arKculaKon  of  cogniKve  
models  of  content  within  the  learning  tasks.  
6.    CollaboraKve  work:  Designing  learning  tasks  so  that  students  working  
together  adds  value  to  achieving  the  learning  outcomes.  

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