PEDAGOGIES OF

TECHNOLOGY-
ENHANCED LEARNING

Hoang Thu Trang

English Department
Email: [email protected]
What did we learn last week?
The TPACK Model

(Mishra & Koehler, 2006)

Ref: http://tpack.org
Learning outcomes
• Identify the different levels at which pedagogy can operate
• Explain the features of major pedagogical perspectives
with relation to technology-enhanced learning
• Discuss the implications of different pedagogical
approaches as they relate to technology-enhanced
learning
Definition of Pedagogies
● “The method and practice of teaching” (Oxford
Dictionary)
● “The art, science or profession of teaching” (Merriam
Webster Dictionary)
 Pedagogy can operate at different
levels

Perspectives “I adopt a constructivist pedagogy in (macro)

(Theories/Paradigms) all of my classes”

Approaches “I used problem-based learning tasks for (meso)

students to understand the laws of motion”

Strategies “I deconstructed the process into steps so (micro)

students understand how to complete it”
What are pedagogical perspectives?
Pedagogical perspectives

Behaviorism

Connectivism Cognitivism

Pedagogical
perspectives

Social Constructivism
Constructivism
Behaviorism

http://www.flickr.com/photos/flappingwings/3153194
1/

● Learning is a change in observable behavior (e.g. Skinner,

1974)
● Changes in behavior are the result of an individual's response
to events (stimuli) that occur in the environment
● When a particular Stimulus-Response (S-R) pattern is
reinforced (rewarded), the individual is conditioned to respond
● Implication:
○ Practice should take the form of question (stimulus) - answer (response)
– with associated feedback to expose students to the subject in gradual
steps.
Example: Quizlet

http://quizlet.com
 Why?
Reinforcement and Rewards:
• use positive reinforcement by giving immediate feedback to
students
• use gamification elements, such as earning points, stars, or
badges, act as rewards, motivating students to continue
studying
Repetition and Practice:
• flashcards and various study modes (such as match and test)
allow students to repeatedly practice and reinforce their
knowledge
Stimulus-response:
• operate on a stimulus-response model where the flashcard
(stimulus) elicits a response (answer) from the student
Observable and Measurable Outcomes
• track students' progress, providing measurable data on their
performance
 Cognitivism
Focuses on what happens in the mind, for instance, stages of cognition
required for learning:
● Capturing attention – stimuli target auditory and visual receptors
● Selection – choosing & retaining information relevant to the learning
experience
● Retrieval – drawing schema that are relevant to the task into working
memory
● Comprehension – using retrieved schema to interpret external
information
● Synthesis – integrating new information into existing schema
● Memorizing – placing details of the learning episode into (‘permanent’)
memory
● Abstraction – generalizing episode into more context free mental
representations
Implication: learning should be designed to account for the stages of
cognition
https://www.mindmeister.com/
 Constructivism
● Learning occurs through a continual process of
constructing, interpreting and modifying internal
representations of reality based on our experiences (see
Piaget, 1970; Jonnassen, 1991)
● Asserts that active building of coherent mental structures
facilitates better knowledge retention, integration, and
transfer
● Cognitive development is facilitated by providing activities
or situations that engage learners and require adaptation
(i.e., assimilation and accommodation)
● Implications:
○ The learning environment should create the conditions for students to
discover principles for themselves
○ The teacher should guide discovery approaches rather than directly
instruct learners
Example: Colour mixing games

https://d3tt741pwxqwm0.cloudfront.net/KET/evlearnket/Creating-Colors3/index.html
 Why?
• In the game, learners actively engage with the content by
experimenting with mixing colors.
• The game often involves solving problems (e.g., mixing the right
colors to create a desired outcome).
• Many color mixing games provide hints or progressive
challenges, which act as scaffolding to support learners at
different levels.
Socio-constructivism

● Socio-constructivism is based on the premise that

understanding originates in our society and culture, and
individual cognition results from interpersonal interaction with
our social environment (for example, Vygotsky, 1978)
● Learning occurs in the “Zone of Proximal Development”,
where a more able peer or teacher can support a student to
learn new concepts
● Implications: A socio-constructivist view of learning implies
that educational environments should
○ provide “scaffolding” for learning processes
○ create environments where social negotiation of meaning is encouraged
Example: Wikipedia

http://en.wikipedia.org/
Example: Google Classroom
Example: Padlet
Example: Miro
 Connectivism
● Knowledge exists in a network of people & other sources
● know-where more important than know-how and know-what
● Currency (accurate, up-to-date knowledge) is a primary driver
● The quality of information sources require continual evaluation
● Coping with with massive amounts of data is the norm
● Implications:
■ Use technology to connect students with each other and the outside world
(safely)
■ Teaching effective communication and critical thinking becomes imperative
(Siemens, 2005)
Example: HELLO TALK
WHICH PEDAGOGICAL PERSPECTIVE DO
EACH OF THESE TECHNOLOGY USES
REPRESENT?

25
Example: Duolingo?
Behaviorism
Duolingo incorporates elements of different language
learning approaches, it also incorporates aspects of
behaviorism, particularly through its use of repetitive drills,
immediate feedback, and gamification to encourage
language learning.
Cognitivism
• fostering critical thinking, problem-solving skills, and deep
understanding of complex topics
Example: Padlet
Constructivist approach
Classwork: Group-work activity
• Give examples of some websites/ tools/ applications used
in teaching and learning
• Which pedagogical perspective do each of these
technology websites represent?
Suggestions
Other pedagogical approaches
• Collaborative learning
• Problem-based learning
• Inquiri-based learning
• Constructionist learning
• Design-based learning
• Game-based learning
Collaborative learning GGL Workspace, Padlet

Problem-based learning Miro

Inquiri-based learning Kahoot, Wikipedia

Constructionist learning Scratch

Design-based learning Canva

Game-based learning Quizziz, Kahoot!

Pedagogical strategies to promote
learning
Concluding comments

● There are various pedagogical perspectives, approaches

and strategies that teachers can apply
● Different pedagogies have different implications for how
technology is used to support learning
● Ultimately educators should aim for their lessons to
promote are authentic and meaningful learning
● A variety of pedagogical approaches may be beneficial,
depending on the content, context and students
 Discussion
1. Choose a Teaching Approach & Tech Tools
• Select one or two pedagogical perspectives that you commonly
use in your classroom.
• Identify technological tools that align with these approaches.
2. Describe Your Teaching Context
• Provide details about your students (level, background, and
learning needs).
• Explain the content of the lesson where you apply these
approaches and tools.
3. Share & Discuss
• Present your approach and tech tools to your peers.
• Your peers will give feedback on the effectiveness of the tools.
• Offer suggestions for alternative or improved tech tools if possible.
IMPLEMENTING ICT IN
TEACHING LISTENING

42
Listening skills and listening strategies
Listening strategies
• Listening strategies are efforts to overcome problems and
uncertainties in understanding a spoken message, and
they include actions such as making inferences,
predicting, and asking for clarification.
Field (2000)
Listening could be learnt best when
• students become active listeners rather than passiver
overhearers
• reflect on why and where they were having problems in
understanding
• reflect on their listening problems
Weekly Presentation
Example: ESL LAB
Example: ELLO
Any suggestions?
Making listening materials using Audacity
Audacity functions
• Recording and editing audio files
• Audio analysis: identifying sounds, measuring duration,
and visualizing waveforms, which can aid in listening
comprehension and phonetic analysis.
• Create listening material: create custom listening materials
tailored to their students' proficiency levels and learning
objectives, such as audio recordings of dialogues,
interviews, or storytelling.
• Podcast Production
• Enhance listening activities: enhance listening activities by
adding background music, sound effects, or voiceovers to
create engaging and immersive listening experiences.
Classwork: Tutorial
• Please install Audacity
(https://www.audacityteam.org/download/) and study
these 03 links below:
• - http://www.fromtexttospeech.com
• - https://ttsfree.com/
• - https://bigspeak.ai