I am glad we had the practical opportunity to experiment with Google classroom. I’ve in the past use some of the google aps but never played with as many, as the opportunity given in week 1 of our class. Exploring first as suggested, I brainstormed the learning outcomes and pedagogical approach prior to selecting the technology that aligns with the outcomes. Researching learning theories that are align with instructional technology I chose to focus on:
The Learning Theory
of Anchored Instruction by (John Bransford) 
Anchored
instruction is a major model for technology-based learning that has been
developed by the Cognition & Technology Group at Vanderbilt (CTGV) under
the leadership of Dr. John Bransford. While many have made contributions to the
theory and research of anchored instruction, Bransford is the principal
promoter, so he is given the credit for this theory.
`The
initial focus of the work was on the development of interactive videodisc tools
that encouraged students and teachers to pose and solve complex, realistic
problems. The video materials serve as "anchors" (macro-contexts) for
all subsequent learning and instruction. As explained by CTGV (1993, p52):
"The design of these anchors was quite different from the design of videos
that were typically used in education...our goal was to create interesting,
realistic contexts that encouraged the active construction of knowledge by
learners. Our anchors were stories rather than lectures and were designed to be
explored by students and teachers.”
Anchored instruction is close related to the Situated Learning Theory and also to the Cognitive Flexibility Theory in its emphasis on the use of technology-based learning.
Key Principles:
·
Technology based learning
·
Development of interactive videodiscs
·
Designed around an “anchor”
·
Encourages the active construction of
knowledge by the learner
After selecting the Pedagogical approach the next step is to approach the learning objective that will be utilized with this lesson.
Learning objectives for lesson utilizing Anchored Instruction:
This is a learning tool designed for 9th grade learners.
Students should be able to:
·
view and understand the videodisc
·
identify information needed to solve the problem
·
create a hypothesis or set of potential solutions to
the problem
·
organize the information in a manner that logically
supports their solution
·
independently conduct productive discussion
within their groups
·
collaborate within their group to develop a solution to
the problem
·
exchange ideas and prior knowledge within their group.
The
classroom would be set up so that the students would be working in groups.
Depending upon the size of the class maybe a large circle or series of work
stations which would promote discussion and the exchange of ideas. The
problems require the students to discuss and debate various options and
procedures that the anchor reinforces. the Problems can be complex and more
than one solution may be correct. Regarding assessment, student are free to
respond with whatever they produce as long as the students can justify their
solution in reference to prior instruction and the anchor.
The role of the teacher would be to provide the “story” and
explain the activity to the students. Educators provide the question(s) or
problem(s) the students are to solve utilizing the information contained in the
story. The activity should be student-oriented (the students take ownership),
and the teacher should only act as a guide or facilitator.
If the students have not done this type of activity before, the
teacher should model an example response to the problem showing how to employ
information from the anchor to solve it or apply it to the assigned task.
Educators serve as the role model for the activity’s method. Teachers should
demonstrate an entire example response; subsequently, the educator remains
available to help them distinguish between information needed to solve the
problem and extraneous facts.
Hangouts is the instant messaging and videoconferencing service from Google. It can be accessed through Google+, Gmail and mobile apps for iOS and Android. Chat histories are saved online, allowing them to be sync between devices. A "watermark" of a user's avatar is used as a marker to indicate how far they have read into the conversation. Photos can be shared during conversations, which are automatically uploaded into a private Google+ album. Users can also now use color emoji s symbols in their messages. lt can also perform a group video chat with up to 10 users at a time.
B) Google Translate:
Google's free service instantly translates words, phrases, and web pages between English and over 100 other languages.
C) Google Maps:
Google Maps is a desktop web mapping service developed by Google. It offers satellite imagery, street maps, 360° panoramic views of streets (Street View), real-time traffic conditions (Google Traffic), and route planning for traveling by foot, car, bicycle.
D) Google News:
Comprehensive up-to-date news coverage, aggregated from sources all over the world byGoogle News.The service covers news articles appearing within the past 30 days on various news websites. In total, Google News aggregates content from more than 25,000 publishers.[6] For the English language, it covers about 4,500 sites;[7] for other languages, fewer. Its front page provides roughly the first 200 characters of the article and a link to its larger content. Websites may or may not require a subscription; sites requiring subscription are noted in the article description.
References:
Bransford, J.D. et al. (1990).
Anchored instruction: Why we need it and how technology can help. In D. Nix &
R. Sprio (Eds), Cognition, education and multimedia. Hillsdale, NJ: Erlbaum
Associates.
Bransford, J.D. & Stein,
B.S. (1993). The Ideal Problem Solver (2nd Ed). New York: Freeman.
CTGV (1990). Anchored
instruction and its relationship to situated cognition. Educational Researcher,
19 (6), 2-10.
CTGV (1993). Anchored
instruction and situated cognition revisted. Educational Technology, 33 (3),
52- 70.
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