|
Notions “Technology, pedagogical/educational technology”
Technology is meant as a procedure of teaching and learning FL in the classrooms. By technology of teaching we understand the complex system including algorithm of operations and actions and ways of acquiring the content of FLT for achievement the result of FLT/ FLL as a certain level of communicative competence.
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
Pedagogical technology is the systematic method of creation, application and determination of the FLT process and acquiring the knowledge with the help of technical and human resources and their interaction for the goals of optimizing the forms of education. Technology can be manifested also at the level of operations and actions in the teaching and learning process.
In methodology the following technologies are distinguished:
- illustrative;
- dialogic;
- playing;
- problem-solving;
- project;
- case study;
- information-communication.
Pedagogical technology is a set of psycho-pedagogical instructions defined special combination of methods, strategies, and techniques for teaching.
Problem Solving Technologies
Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.
Problem-solving is a process—an ongoing activity in which we take what we know to discover what we don’t know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.
Problem-solving involves three basic functions:
1. Seeking information
2. Generating new knowledge
3. Making decisions
The Steps in Problem-Solving In order to correctly solve a problem, it is important to follow a series of steps. Many researchers refer to this as the problem-solving cycle, which includes developing strategies and organizing knowledge.
While this cycle is portrayed sequentially, people rarely follow a rigid series of steps to find a solution. Instead, we often skip steps or even go back through steps multiple times until the desired solution is reached.
1. Identifying the Problem: While it may seem like an obvious step, identifying the problem is not always as simple as it sounds. In some cases, people might mistakenly identify the wrong source of a problem, which will make attempts to solve it inefficient or even useless.
2. Defining the Problem: After the problem has been identified, it is important to fully define the problem so that it can be solved. Forming a Strategy: The next step is to develop a strategy to solve the problem. The approach used will vary depending upon the situation and the individual’s unique preferences.
2. Organizing Information: Before coming up with a solution, we need to first organize the available information. What do we know about the problem? What do we not know? The more information that is available, the better prepared we will be to come up with an accurate solution.
Case Studies
CASE STUDY Case studies are stories. They present realistic, complex, and contextually rich situations and often involve a dilemma, conflict, or problem that one or more of the characters in the case must negotiate.
A good case study, according to Professor Paul Lawrence is: “the vehicle by which a chunk of reality is brought into the classroom to be worked over by the class and the instructor. A good case keeps the class discussion grounded upon some of the stubborn facts that must be faced in real life situations.”
Case studies vary in length and detail, and can be used in a number of ways, depending on the case itself and on the instructor’s goals.
• They can be short (a few paragraphs) or long (e.g. 20+ pages).
• They can be used in lecture-based or discussion-based classes.
• They can be real, with all the detail drawn from actual people and circumstances, or simply realistic.
• They can provide all the relevant data students need to discuss and resolve the central issue, or only some of it, requiring students to identify, and possibly fill in (via outside research), the missing information.
• They can require students to examine multiple aspects of a problem, or just a circumscribed piece.
• They can require students to propose a solution for the case or simply to identify the parameters of the problem.
Do'stlaringiz bilan baham: |
