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Week OneAssignment One

Keith C. Quarles

EDU649: Technologies for Teaching & Learning (MKI529DS)

Instructor: Dusty Clark


Teacher Perspective

The teacher perspective may be a play on words if one considers that the perspective the teacher
must assume should actually be one of a student-centered learning environment. Ironically, the
questions that follow that represent a teacher's point of view actually address issues regarding the
learner and how one is motivated to learn. Student-centered learning empowers students to organize
one's own work and take an active role in decision making that affects one's own learning outcomes
(UBUKU, Z. 2012). Thus, the teacher perspective should be focused on a student-centered
approach to teaching that requires a needs assessment which in turn makes the following question even
more relevant to the learning process under the guidelines of the PIE theory.
Question (Q): What tasks must the student be able to do and how do I determine when it is
Answer (A): The students will have to be able to collaborate and communicate in order to present a
five page paper on the use of Web 2.0 tools/technology in Business training and marketing. The
students will be graded and evaluated according to the presentation content, form and collaboration in
order to determine if learning objectives were met.
Q: What do the students already know that will assist in this learning task?
A: as collegiate and professional persons the students are familiar with internet browsing/research,
training and business operations and are computer literate.
Q: What resources, facilities and equipment are available and accessible?
A: Access to the internet is available and accessible including access to Skype, Face book, PbWorks
and You Tube. The students have own personal computers and are provided tech support.


Q: What information should be included in the instructional materials or activities?

A: Directions for accessing educational software is routinely added to the instruction. Additional
information includes required sources/research, paper format/content and deadlines
Q: What is the most affect, efficient and appealing manner in which the to-be-learned task can be
acquired by the student?
A: Asynchronously through Wikis and Skype so that students can access updated information in
addition posting/editing wiki in collaboration with other students and instructor..
Q: In what order should the learning activities be sequenced? In an Absorb-Do-Connect sequence
since research, presentation and implementing the online business are required activities.
Q: What are the best methods and media to assist students in learning the new information?
A: The use of the internet and Web 2.0 technology is inexpensive, efficient and accessible to all
student: therefore, the students can be reached over distance/time with instructions and feedback
solicitations with a variety of media made accessible to the learners.
Q: What can be done to help this learning be transferred in a similar situation.
A: In training the use of some of the We 2.0 tools empowered students to collaborate and present
material with graphic/visual/audio formatting that was documented which can be used in a similar
situation to orientate students with the use of Web 2.0 tools for training/instruction.
Q: Are there relevant instruction materials (or parts there of) that already exists? Which materials will
need to be created?
A: Because this is the second phase of instruction for the same students which progressed from
understanding Web 2.0 tools to actually using some in a business environment training


materials/wikis/blogs are exist which document sources of information that extend the knowledge of
using We 2.0 tools for training instruction purposes.
Q: How will the instructional experience and activities be managed?
A: Wiki, Skype, Facebook, Blogs will contain content documented per learning activity which will be
to be retrieved and revised by group and instructor.
Q: How will I manage groups of learners as well as individuals with special needs during their learning
A: Fortunately the special need concerning communicating/collaborating over distance was met
through technology. All the students are technically competent and learned.
Q: During the learning process, how will I maintain the students' attention and motivation?
A: With so many new educational software products it will e easy to find new and interesting media
technology/software to keep the student's interested and learning new material/methods.
Q: How can I determine to what degree the students have learned the material?
A: Discussions are a good way to gauge student's grasp of the concept behind a learning activity.
Grading and feed back also aids in assessing student's grasp of the material and its relevance.
Q: What types of remediation or enrichment activities may be necessary for my students?
A: I recommend students to engage in learning more We 2.0 tools in spare time. Self-directed study
shows initiative and boosts students capacity to keep up with the learning objectives.
Q: In what ways can these instructional materials and activities be improved for repeated or adapted


A: The wiki contains all the information found useful after reviewing and revising posts from
students/instructor; thus, the instruction material can e reviewed by present/future students/instructors
for evaluation/adaptation.
Q: How will needed changes throughout the learning experience be monitored?
A: Pbworks will be used to give students space to collaborate under instruction. Regular reviews
editing and revising of the entries to the wiki will be conducted by the instructor.
Q: How will student self-evaluation and regulation be learned and encouraged?
A: Each student will be required to write journal entries throughout the process that reflect on each
phase of the absorb-do-connect activities. Students are required to participate in self-evaluation
quizzes throughout the activities.
Learner (Student) Perspective:
As a avid learner, one can relate to a sense of purpose and entrust in the learning process even though
one may feel at times bewildered. The elements of the PIE theory may reveal students' need to know
how one is progressing within the sequence of learning activities and if change is need in the way the
student is motivated, receives instructional information and/or progress is evaluated. Thus the
following question are directed towards a student's perspective regarding how one is or is not achieving
learning outcomes according to one's own belief system.
1. In what ways can my previous learning help?
2. What obstacles or obstacles could hinder me from learning the task?


1. How do I assemble or create what is need to carry out the plan?
2. What should I look for in order to tell if learning is occurring?
1. What have I learned from this experience that can be used at different times with 0other tasks?
2. What improvements could I make for future learning tasks?
Educational Technology Perspective:
Technology can be used to help both students and teachers during each of the PIE stages. In order to
evaluate the effectiveness of the chosen technology a teacher may wait until the end of class or the
learning activity to provide a summative evaluation that asseses how well students responded o the
technological instruction and tools. Friedman and Kajder (2006) state by the close of the course,
students identified multiple instructional areas where technology provided a significant additional
value (p.3). Thus from an educational technology perspective integration of technology into
classroom curriculum enhanced the learning experience was accepted by the students as beneficial and
the effectiveness could be measured through feedback from students in addition to grading.
Pie Model for Educational Technology Perspective
Stage of PIE Model


Relevant Educational

Educational Technology and

Technology Questions

Why it was Chosen

In what ways can technology

PBworks allows instructors to

effectively impact how a teacher design learning activities in a

designs and creates?

classroom setting online and thus

can e tested before y


How can technology improve the instructor/peers/students.

efficiency of the student learning Through You Tue Videos/
or teacher preparation?

podcasts instructors can share

information before during or
after a learning activities that
support concepts and prepares
students for learning activities.


In what ways can the teacher

With the use of online

efficiency during instruction

classrooms such as online

increase with the use of

classrooms RSS feeds social


networking the instructors can

increase efficiency in instruction


How can technology be used to

Skype wiki and Facebook can be

generate teacher and student

used to submit information and


gain feedback from targeted

group of learners.



UBUKU, Z. (2012). Teachers' evaluation of student-centered learning environments. education,

133(1), 49. Retrieved from http://eds.b.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?vid=1&sid=0f37ff65-d756-4e7b-b50031674a170323%40sessionmgr112&hid=113
Friedman A. and Kajder, S. (2006). Perceptions of beginning teacher education students regarding

educational technology. Retrieved from http://files.eric.ed.gov/fulltext/EJ876911.pdf