Instructional Technology and Media for
Learning
Twelfth Edition
Chapter 2
Designing Instruction and
Assessing Learning
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Learning Objectives
2.1 Describe the similarities and differences in learning
theories.
2.2 List the eight properties of effective instruction for
learners.
2.3 Describe the principle of effective technology utilization.
2.4 Describe why media literacy skills are vital in today’s
classroom.
2.5 Describe the types of effective learning assessment.
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Introduction
• Learning: new knowledge, skills, or attitudes
• Technology and media facilitate learning
– Global reach
– Access to information
– Multicultural exposure
– Technological fluency
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Learning Theories (1 of 4)
Behaviorist Perspective
• B.F. Skinner
• Observable behavior
• Reinforcement or rewards
• Foundation for computer assisted instruction
• Does not reinforce higher-level skills
• Basic knowledge or skills
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Learning Theories (2 of 4)
Cognitivist Perspective
• Jean Piaget
• Learners receive, process, and manipulate information
• Mental models
• Cognitive strategies
• Independent learners
• A compromise between teaching the standards and the
metacognitive approach
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Learning Theories (3 of 4)
Constructivist Perspective
• Engages students in meaningful experiences
• Authentic and active problem solving
• Interpret information and construct their own
understanding
• Real-life application of knowledge
• Solve problems, seek information or skills to find effective
solutions
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Learning Theories (4 of 4)
Social-Psychological Perspective
• Robert Slavin
• Cooperative learning
• Social organization of the classroom
– Independent study
– Small group work
– Whole group work
• Student control
• Reward structure
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Principles of Effective Instruction for
Learners (1 of 3)
• Engage learners regardless of their ability levels with the
following principles:
– Assess prior knowledge
– Consider individual differences
– State objectives
– Develop metacognitive skills
– Provide social interaction
– Incorporate realistic contexts
– Engage student in relevant practice
– Offer frequent, timely, and constructive feedback
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Principles of Effective Instruction for
Learners (2 of 3)
Information
• Knowledge, facts, news, comments, content
• Overview of ideas, general content, background
• Not meant to be memorized
Instruction
• Meant to lead to learning
• The goal is a lasting change in capability of the learner
• Arrangement of information and the environment facilitate
learning
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Principles of Effective Instruction for
Learners (3 of 3)
Bloom’s Taxonomy and the Four Cs
• Bloom’s learning taxonomy focuses on cognitive learning skills from
knowledge to evaluation
• Bloom’s taxonomy has been revised and modified over time
• To be a successful learner, student need to have higher order
thinking skills
• The partnership for 21st Century Skills has identified four skills
necessary
– Critical Thinking
– Communication
– Creativity
– Collaboration
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Principles of Effective Technology Use
ISTE Standards for Students
• Students are creative and innovative in technology use
• Students effectively communicate and use technology
collaboratively
• Students use technology to gather information
• Students use technology for critical thinking, problem
solving, and decision-making
• Students demonstrate good global citizenry
• Students skillfully use technology resources
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Principles of Effective Media Use
Media Literacy Skills
• Access media
• Understand media
• Analyze media
• Create media
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Principles of Effective Learning
Assessment
Authentic
Assessment
Portfolio Assessment
Traditional Assessment
Apply content and
skills to real world
situations
Assess overall
performance of student
Assess specific knowledge
or skills
Assess with scales,
Assesses tangible,
checklists, rubrics, etc. ongoing products
Engages students
through authentic
scenarios
Assess with multiple choice,
fill-in-the-blank, etc.
Serves as a way to identify
Requires students to
self-reflect as part of the where students are in their
learning process
knowledge.
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Copyright
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