Статья: педагогические технологии ФГОС | Социальная сеть работников образования

Современные педагогические технологии.

Слайд 1.

Древняя мудрость гасит: «Скажи мне, и я забуду. Покажи мне, — я смогу запомнить. Позволь мне это сделать самому, и это станет моим навсегда»

Действительно, когда любой человек, в том числе и ребенок, пропускает какую-либо информацию, знания через себя, сопровождая этот процесс самостоятельным действиями, усвоение и запоминание идут быстрее и эффективнее.

Слайд 2.

Люди запоминают 10 % от прочитанного, 20% от услышанного, 30% от увиденного , 50 % от увиденного и услышанного, 70% от сказанного или записанного и 90% от сказанного или записанного по поводу действия. И в результате они могут:

• Определять, описывать , перечислять.
• Демонстрировать выполнять, пояснять.
• Анализировать, разрабатывать, создавать, оценивать.

Именно последний пункт позволяет не только вооружить детей знаниями, но и научить их пользоваться ими. И именно этого добиваются ФГОС.                                                                        

Слайд 3,4.    «что меняется?

Слайд 5         

Использование современных технологий     обеспечит формирование универсальных учебных действий

• Информационных     (умение искать, анализировать, преобразовывать, применять информацию для решения проблем)

● Коммуникативных  (умение эффективно сотрудничать с другими людьми)

● Самоорганизации (умение ставить цели, планировать личностные ресурсы)

● Самообразования (готовность конструировать и осуществлять собственную образовательную траекторию на протяжении жизни, формировать ценности, которые всегда были приняты в обществе — добро, мир, справедливость, терпение, обеспечивая тем самым успешность и конкурентоспособность)

Слайд 6

  Технология происходит от греческого слова «мастерство, искусство» и «закон, наука» — это наука о мастерстве.

Ядро любой технологии: это – цель — средства — правила их использования – результат.

Педагогическая технология — это такое построение деятельности учителя, в котором входящие в него действия представлены в определенной последовательности и предполагают достижения прогнозируемого результата.

     Слайд 7                                                                                                                                                             Каким критериям должна удовлетворять педагогическая технология в рамках ФГОС?

Научность – опора на определенную научную концепцию, включающую философское, психологическое, дидактическое и социально-педагогическое обоснование достижения образовательных целей.

Системность – наличие признаков системы: логики процесса, взаимосвязи всех его частей, целостности.

Управляемость – возможность планирования процесса обучения, поэтапной диагностики, варьирования средствами и методами с целью коррекции результатов.

Эффективность – гарантия достижения определенного стандарта обучения, эффективность  по результатам и оптимальность по затратам.

       И теперь к тому набору педагогических и образовательных технологий, которые знаете вы, мы добавим  современные, инновационные технологии c помощью которых мы  и получим, возможно, стандарт  уникального ребёнка.

Слайд 8  структура.

• Концептуальная основа – научное обоснование.
• Содержательная часть.
• Процессуальная часть.

Слайды 9-12.

Классификация технологий и методов.

      В современной школе на первое место выходит личность ребенка и его деятельность. Поэтому среди приоритетных технологий выделили:

 ●Личностно-ориентированное обучение; Личностно-ориентированное обучение — это такое обучение, где во главу угла ставится личность ребенка, ее самобытность, самоценность, субъектный опыт каждого сначала раскрывается, а затем согласовывается с содержанием образования . сюда отноятся: разноуровневое обучение, коллективное взаимообучение, проектная деятельность.

● Здоровьесберегающие технологии; «Здоровьесберегающие образовательные технологии» — это все те психолого-педагогические технологии, программы, методы, которые направлены на воспитание у учащихся культуры здоровья, личностных качеств, способствующих его сохранению и укреплению, формирование представления о здоровье как ценности, мотивацию на ведение здорового образа жизни.

● Информационно-коммуникационные; Информационно-коммуникационные технологии (ИКТ) — совокупность технологий, обеспечивающих фиксацию информации, ее обработку и информационные обмены (передачу, распространение, раскрытие). К ИКТ относят компьютеры, программное обеспечение и средства электронной связи. Использование ИКТ на уроках в помогает учащимся ориентироваться в информационных потоках окружающего мира, овладеть практическими способами работы с информацией, развивать умения, позволяющие обмениваться информацией с помощью современных технических средств. Использование ИКТ позволяет учителю проводить уроки: на высоком эстетическом и эмоциональном уровне, обеспечивает наглядность -привлекает большое количество дидактического материала -повышает объём выполняемой работы на уроке в 1,5 раза, обеспечивает высокую степень дифференциации обучения

●Игровые технологии; Технология использования игровых методов. Реализация игровых приемов и ситуаций при урочной форме занятий проходит по таким основным направлениям:

— дидактическая цель ставится перед учащимися в форме игровой задачи;

 — учебная деятельность подчиняется правилам игры; -учебный материал используется в качестве её средства;

— в учебную деятельность вводятся соревнования, которые способствуют переходу дидактических задач в разряд игровых;

— успешное выполнение дидактического задания связывается с игровым результатом.

●Тестовые технологии:

-во-первых, обеспечивают объективность контроля, исключают субъективный фактор (за одну и ту же работу ученики получают разные оценки).

 -во-вторых – легко обрабатываются результаты (проверять гораздо легче, чем контрольные работы), экономится время учителя.

-в-третьих – развивается логическое мышление учащихся, внимательность.  сочетании с различными видами проверки, используются компьютерные тестовые задания, которые является весьма эффективным инструментом, стимулирующим подготовку учащихся к каждому уроку и повышающим мотивацию к изучаемому предмету.

●Коллективную систему обучения;

Коллективная система обучения (КСО) Коллективная форма организации учебно-воспитательного процесса строится на сотрудничестве и взаимопомощи, обеспечивает участие в учебном процессе учащихся, хорошо раскрывает их индивидуальные особенности, обеспечивает развитие индивидуальных свойств личности. Коллективные виды работы делают урок более интересным, живым, воспитывают у учащихся сознательное отношение к учебному труду, активизируют мыслительную деятельность, дают возможность многократно повторять материал, помогают учителю объяснять и постоянно контролировать знания, умения и навыки у ребят всего класса при минимальной затрате времени учителя, дают возможность продвигаться каждому ученику в индивидуальном темпе, способствуют проявлению и развитию способностей каждого ребенка

Слайд 13

Педагогические технологии ориентированы:

1.на формирование положительной мотивации к учебному труду, 2.интенсификацию коммуникативной среды,

3. на развитие личности, способной к учебной и исследовательской деятельности, дальнейшему продолжению образования, профессиональному выбору,

4. на охрану здоровья учащихся.

Слайды 14-29

Современные педагогические технологии.

• Технология модульного обучения – организация обучения по составленному педагогом алгоритму(модулю)
• Технология педагогических мастерских – организация деятельности учащихся по групповому поиску знаний.
• технология  «ПОРТФОЛИО» К числу современных образовательных технологий можно отнести и систему инновационной оценки «портфолио». Портфолио (в широком смысле этого слова) — это способ фиксирования, накопления и оценки (включая самооценивание) индивидуальных достижений школьника в определенный период его обучения.
• Технология проблемного обучения – педагог организует учащихся на поиск новых знаний, путем создания проблемных ситуаций, их осознания, принятия и разрешения..
• Технология проектной деятельности. Проект – форма организации совместной деятельности людей. Это специально организованный учителем и самостоятельно выполняемый учащимися комплекс действий, завершающихся созданием творческого продукта. То есть ученик учится: ставить цель, в соответствии со своими потребностями; намечать план своей деятельности; подбирать необходимые средства для реализации своей цели; осуществлять определенную деятельность по плану; Проектная деятельность, которой уделяется внимание на уроках и внеурочных занятиях, очень важна для формирования умения вести исследовательскую работу у младших школьников и дальнейшего постижения основ научно – исследовательской деятельности. Дети охотно включаются в самостоятельный поиск новой информации, представление своих проектов. Они не просто учатся воспроизводить увиденное или прочитанное, но и учатся рассуждать, делать выводы, обосновывать своё мнение. И это речь ведь идет о детях, которым 7 лет.

Слайд 30-33

Приемы  на этапе актуализации.

Показ: Аллитерация (неметаллы)

Слайды 34-46.

Приемы  на операционно-обучающем этапе.

Показ: Синквейн ( арены)

Слайды 47,48.

Приемы  на этапе рефлексии.

Показ: Анкета.       

 И в заключении хочу сказать: «Да, инновации требуют огромной затраты сил, времени, но это то, что делает нас современными своему времени. Мы стремимся к успеху ,кроме этого, мы должны быть интересны нашим детям.

90000 TPACK: Technological Pedagogical Content Knowledge Framework 90001 90002 What is TPACK? 90003 90004 Courses & Certification 90005 90006 90007 90004 Instructional Design Certificate (Fully Online) 90005. This fully online program is for anyone developing and / or teaching an online course. Learn more … 90010 90007 90004 ADDIE Instructional Design Certificate Program (Fully Online) 90005. This fully online program is designed for individuals interested in learning more about the ADDIE model.Learn more … 90010 90007 90004 Instructional Design Models Certificate (Fully Online) 90005. You will explore traditional instructional design models and the progression of the learning design approach to creating online learning experiences. Learn more … 90010 90019 90020 Technology has become an increasingly important part of students ‘lives beyond school, and even within the classroom it can also help increase their understanding of complex concepts or encourage collaboration among peers.Because of these benefits, current educational practice suggests that teachers implement some form of technology in their classrooms — but many teachers face difficulties in doing so. Cost, access, and time often form considerable barriers to classroom implementation, but another obstacle is a lack of knowledge regarding how technology can best be used to benefit students across diverse subject matter. 90021 90020 See also: Instructional design models 90021 90020 Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology (edtech) in their classrooms.By differentiating among these three types of knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective edtech integration. This order is important because the technology being implemented must communicate the content and support the pedagogy in order to enhance students ‘learning experience. 90021 90020 According to the TPACK framework, specific technological tools (hardware, software, applications, associated information literacy practices, etc.) Are best used to instruct and guide students toward a better, more robust understanding of the subject matter. The three types of knowledge — TK, PK, and CK — are thus combined and recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections among technologies and learning objectives.These triangulated areas then constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space. 90021 90028 image © 2012 by tpack.org 90020 Mishra and Koehler, researchers from Michigan State University, developed TPACK in the absence of other sufficient theory to explain or guide effective edtech integration. Since its publication in 2006, TPACK has become one of the leading theories regarding edtech and edtech integration: research and professional development activities both draw from it heavily.90021 90020 However, TPACK has remained such a powerful principle for almost 12 years because the complex constituents described above allow room for a range of specific educational circumstances. Any effective implementation of technology in the classroom requires acknowledgment of the dynamic, transactional relationship among content, pedagogy, and the incoming technology — all within the unique contexts of different schools, classrooms, and cultures. Factors such as the individual educator, the specific grade level, the class demographics, and more will mean that every situation will demand a slightly different approach to edtech integration.No one monolithic combination of content, pedagogy, and edtech will be applicable for every setting, and TPACK leaves room for researchers and practitioners to adapt its framework to different circumstances. 90021 90020 This adaptability can be seen in the various intersections and relationships already embodied in the TPACK acronym. 90021 90020 90004 Content Knowledge (CK) 90005 — This describes teachers ‘own knowledge of the subject matter. CK may include knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter; it may also include the field’s best practices and established approaches to communicating this information to students.CK will also differ according to discipline and grade level — for example, middle-school science and history classes require less detail and scope than undergraduate or graduate courses, so their various instructors ‘CK may differ, or the CK that each class imparts to its students will differ. 90021 90020 90004 Pedagogical Knowledge (PK) 90005 — This describes teachers ‘knowledge of the practices, processes, and methods regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and aims of education, and may apply to more specific areas including the understanding of student learning styles, classroom management skills, lesson planning, and assessments.90021 90020 90004 Technological Knowledge (TK) 90005 — This describes teachers ‘knowledge of, and ability to use, various technologies, technological tools, and associated resources. TK concerns understanding edtech, considering its possibilities for a specific subject area or classroom, learning to recognize when it will assist or impede learning, and continually learning and adapting to new technology offerings. 90046 Pedagogical Content Knowledge (PCK) — This describes teachers ‘knowledge regarding foundational areas of teaching and learning, including curricula development, student assessment, and reporting results.PCK focuses on promoting learning and on tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.), and much like CK, will also differ according to grade level and subject matter. In all cases, though, PCK seeks to improve teaching practices by creating stronger connections between the content and the pedagogy used to communicate it. 90021 90020 90004 Technological Content Knowledge (TCK) 90005 — This describes teachers ‘understanding of how technology and content can both influence and push against each other.TCK involves understanding how the subject matter can be communicated via different edtech offerings, and considering which specific edtech tools might be best suited for specific subject matters or classrooms. 90021 90020 90004 Technological Pedagogical Knowledge (TPK) 90005 — This describes teachers ‘understanding of how particular technologies can change both the teaching and learning experiences by introducing new pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the development of the lesson at hand.90021 90020 TPACK is the end result of these various combinations and interests, drawing from them — and from the three larger underlying areas of content, pedagogy, and technology — in order to create an effective basis for teaching using educational technology. In order for teachers to make effective use of the TPACK framework, they should be open to certain key ideas, including: 90021 90058 90007 concepts from the content being taught can be represented using technology, 90010 90007 pedagogical techniques can communicate content in different ways using technology, 90010 90007 different content concepts require different skill levels from students, and edtech can help address some of these requirements, 90010 90007 students come into the classroom with different backgrounds — including prior educational experience and exposure to technology — and lessons utilizing edtech should account for this possibility, 90010 90007 educational technology can be used in tandem with students ‘existing knowledge, helping them either strengthen prior epistemologies or develop new ones.90010 90069 90020 Because it considers the different types of knowledge needed and how teachers themselves could cultivate this knowledge, the TPACK framework thus becomes a productive way to consider how teachers could integrate educational technology into the classroom. Then too, TPACK can also serve as a measurement of instructor knowledge, potentially impacting both training and professional development offerings for teachers at all levels of experience. Finally, the TPACK framework is useful for the ways in which it explicates the types of knowledge most needed in order to make technology integration successful in the classroom.Teachers need not even be familiar with the entire TPACK framework as such in order to benefit from it: they simply need to understand that instructional practices are best shaped by content-driven, pedagogically-sound, and technologically-forward thinking knowledge. 90021 90020 90004 References 90005 90021 90006 90007 Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers ‘knowledge. Teachers College Record, 108 (6), 1017-1054 90010 90019 .90000 Pedagogic strategy — EduTech Wiki 90001 90002 This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! 90003 90004 1 Definition 90005 90002 Pedagogic Strategies can be defined at 3 levels: 90003 90008 90009 General instructional designs 90010 90009 Designs applied to a teaching / learning unit (e.g. a lesson or a course module) 90010 90009 Pedagogic methods that are part of a wider design (e.g. of a pedagogic strategy as defined here) and that we discuss elsewhere. 90010 90015 90002 Effective course designs (or teachers) may make use of different teaching strategies or methods. 90003 90002 According to Dick et al. (2001: 184) «instructional strategy is used generally to cover the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities.» 90003 90002 Important notice: DSchneider does not feel very sure how to distinguish pedagogic strategies from what he calls instructional design models.Here is a provisional distinction: 90003 90022 90009 Pedagogic strategies refer to a general abstract teaching method. They can influence instructional design models. 90010 90009 Instructional design models refer to more precise instructional designs (based on some more explicit teaching and learning goals). A model can (but must not) implement several kinds of pedagogic strategies and methods. 90010 90027 90002 Alternative entry points: 90003 90022 90009 Instructional design models (It might be good idea to merge at some point these articles, but then it’s sometimes a good idea to look at a similar problem with different instrumentation…) 90010 90009 Teaching style (models that focus on the classroom teacher) 90010 90027 90004 2 Types of pedagogic strategies 90005 90002 Definitions of pedagogic strategies draw often from several fields. 90003 90002 Firstly pedagogic strategies (at least the ones discussed in instructional design) are based on general learning theoretical concepts, e.g. Behaviorism, Cognitivism, Constructionism, Constructivism, Socio-constructivism, Situated learning, etc. Learning theorists often also address pedagogical issues.There is an overlap between theories that explain how people learn and how one could bring people to learn. This is particularly true regarding larger families of thought like constructivism. 90003 90002 Second, design of strategies draws a lot from general pedagogical theory, but also from specialized research (displinary didactics, school vs. vocational training etc.). 90003 90002 Third, educational technology has been a driving force to develop new strategies, with the basic assumption that educational technologies can facilitate pedagogical scenarios.90003 90046 2.1 Ruth Clark four instructional architectures 90047 90002 According to Merril (2002), Ruth Clark (1998) suggests four different instructional architectures (90049 receptive 90050, 90049 directive 90050, 90049 guided discovery 90050, and 90049 exploratory 90050) that he calls instructional style. 90003 90002 In the context of educational technology: 90003 90022 90009 90062 Receptive instruction 90063 is characterized by a lecture or an Internet site where the student is merely provided with information.90010 90027 90022 90009 90062 Directive instruction 90063 is characterized by a computer-based tutorial where information is presented, the student responds, feedback is provided and this tutorial learning cycle is repeated. 90010 90027 90022 90009 90062 Guided Discovery 90063 is characterized by a computer simulation that allows the student to manipulate some device or environment. 90010 90027 90022 90009 90062 Exploratory instruction 90063 is characterized by an open learning environment in which the student is provided a rich, networked database of information, examples, demonstrations, and exercises from which the student can select whatever is appropriate to their current needs and mental models.90010 90027 90046 2.2 Weston & Cranton 90047 90002 Cynthia Weston and P. A. Cranton (1986: 278) defined a still popular taxonomy that relates 90062 instructional strategies 90063 to different types of learning contents, i.e. 90062 domain content levels 90063. Different strategies are viewed as useful for different types of contents and learning outcomes. 90003 90092 90093 Matching Domain and Level of Learning to Appropriate Methods 90094 90095 90096 90097 Domain & Level 90098 90097 Method 90098 90101 90096 90103 90062 Cognitive Domain 90063 90106 90101 90096 90109 Knowledge 90106 90109 Lecture, programmed instruction, drill and practice 90106 90101 90096 90109 Comprehension 90106 90109 Lecture, modularized instruction, programmed instruction 90106 90101 90096 90109 Application 90106 90109 Discussion, simulations and games, CAI, modularized instruction, field experience, laboratory 90106 90101 90096 90109 Analysis 90106 90109 Discussion, independent / group projects, simulations, field experience, role-playing, laboratory 90106 90101 90096 90109 Synthesis 90106 90109 Independent / group projects, field experience, role-playing, laboratory 90106 90101 90096 90109 Evaluation 90106 90109 Independent / group projects, field experience, laboratory 90106 90101 90096 90103 90062 Affective Domain 90063 90106 90101 90096 90109 Receiving 90106 90109 Lecture, discussion, modularized instruction, field experience 90106 90101 90096 90109 Responding 90106 90109 Discussion, simulations, modularized instruction, role-playing, field experience 90106 90101 90096 90109 Valuing 90106 90109 Discussion, independent / group projects, simulations, role-playing, field experience 90106 90101 90096 90109 Organization 90106 90109 Discussion, independent / group projects, field experience 90106 90101 90096 90109 Characterization by a Value 90106 90109 Independent projects, field experience 90106 90101 90096 90103 90062 Psychomotor Domain 90063 90106 90101 90096 90109 Perception 90106 90109 Demonstration (lecture), drill and practice 90106 90101 90096 90109 Set 90106 90109 Demonstration (lecture), drill and practice 90106 90101 90096 90109 Guided Response 90106 90109 Peer teaching, games, role-playing, field experience, drill and practice 90106 90101 90096 90109 Mechanism 90106 90109 Games, role-playing, field experience, drill and practice 90106 90101 90096 90109 Complex Overt Response 90106 90109 Games, field experience 90106 90101 90096 90109 Adaptation 90106 90109 Independent projects, games, field experience 90106 90101 90096 90109 Origination 90106 90109 Independent projects, games, field experience 90106 90101 90228 90229 90046 2.3 Baumgartner — Learning III-III 90047 90002 We expand Baumgartner’s (2004) learning III-III typology with associated pedagogical strategies and instructional design models. The following table is based on Baumgartner et al. (2004) picture (up to row 6) and to which we made additions. 90003 90234 90095 90096 90097 Dominant Strategy 90098 90097 Transfer (teaching I) 90098 90097 Tutoring (teaching II) 90098 90097 Coaching (teaching III) 90098 90101 90096 90097 Knowledge type 90098 90109 Factual knowledge, «know-that» 90106 90109 Procedural knowledge, «know-how», problem solving, concepts 90106 90109 Social practice, «knowing in action» 90106 90101 90096 90097 Aims of Teaching 90098 90109 Transfer of propositional knowledge 90106 90109 Presentation of predetermined problems 90106 90109 Action in (complex and social) situations 90106 90101 90096 90097 Learning goal 90098 90109 to know, to remember 90106 90109 to do, to practice, to argue 90106 90109 to cope, to master 90106 90101 90096 90097 Assessment 90098 90109 Production of correct answers 90106 90109 Selection of correct methods and its use 90106 90109 Realization of adequate action strategies 90106 90101 90096 90097 Learning content type 90098 90109 Verbal knowledge, Memorization 90106 90109 Skill, Ability 90106 90109 Social Responsibility 90106 90101 90096 90097 Teaching and learning strategies and activities 90098 90109 to teach, to explain 90106 90109 to observe, to help, to demonstrate 90106 90109 to cooperate, to support 90106 90101 90096 90097 Learning theory 90098 90109 Behaviorism 90106 90109 Cognitivism 90312 Constructivism 90106 90109 Socio-constructivism, Situated learning 90312 90106 90101 90096 90097 Examples of instructional design models 90098 90109 programmed instruction, 90312 (simple mastery learning, 90106 90109 problem-based learning, 90002 case-based learning, 90312 Discovery learning with simulations, microworlds, 90312 WebQuests, 90312 90003 90106 90109 inquiry-based learning, project-based learning 90312 Situated discovery learning and exploratory learning, 90106 90101 90096 90097 learning level 90098 90109 Stimulus-response 90312 Bloom’s level 1 90106 90109 chaining, association, discrimination, concept 90002 learning, problem solving 90312 90003 (Blooms levels 1-6) 90106 90109 situated problem solving 90106 90101 90228 90229 90046 2.4 Schneider’s modified Learning I-I-III 90047 90022 90009 See the learning type article. The idea is to expand these learning types a bit in order to take into account levels of complexity and also have a slot for orthogonal designs (e.g. that deal with motivation). 90010 90027 90357 90358 90359 90234 90095 90096 90363 90002 Learning categories — suitable for instructional design planning 90003 90098 90101 90096 90097 Learning III-III 90098 90097 Revised version 90098 90097 Example designs 90098 90101 90096 90377 90002 I: know that 90003 90106 90109 90002 I-a 90062 Facts 90063: recall, description, identification, etc.90003 90106 90109 direct instruction, programmed instruction, mastery learning, e-instruction 90106 90101 90096 90109 90002 I-b 90062 Concepts 90063: discrimination, categorization, discussion, etc. 90003 90106 90109 discovery learning, exploratory learning 90106 90101 90096 90377 90002 II: know how 90003 90106 90109 90002 II-a 90062 Reasoning and procedures 90063: inferences, deductions, etc. + procedure application 90003 90106 90109 drill programs, simulation, virtual laboratory 90106 90101 90096 90109 90002 II-b 90062 Problem solving and production strategies 90063: identification of subgoals + application of heuristics / methods 90003 90106 90109 case-based learning, inquiry-based learning, problem-based learning 90106 90101 90096 90109 90002 III: knowing in action 90003 90106 90109 90002 III 90062 Situated action 90063: action strategies in complex and authentic situations 90003 90106 90109 project-based learning 90106 90101 90096 90109 90002 IV: Other 90003 90106 90109 90002 IV 90062 Other 90063: e.g. motivation, emotion, reflection, i.e. elements that could intervene in all the other categories 90003 90106 90109 FEASP, learning e-portfolio 90106 90101 90228 90229 90046 2.5 Greeno, Collins and Resnick 90047 90002 Greeno, Collins and Resnick (1996), based on learning psychological reflection, distinguish between behaviorist, cognitive and situative approaches and formulate 90049 first principles 90050 as defined by Brown and Campione (1994). Johri and Olds (2011), in a article on bridging learning sciences and engineering education, created the following table summarizing the headings of the Greeno et al.article and that we reproduce in turn with slight modifications. Numbers of design principles are taken from the original Greeno et al. article. 90003 90092 90095 90096 90463 90097 Behaviorist 90098 90097 Cognitive 90098 90097 Situative 90098 90101 90096 90109 Nature of knowing 90106 90109 as having associations 90106 90109 as concepts and cognitive abilities 90106 90109 as distributed in the world 90106 90101 90096 90109 Nature of learning and transfer 90106 90109 acquiring and applying associations 90106 90109 acquiring and using conceptual and cognitive structures 90106 90109 becoming attuned to constraints and affordances through participation 90106 90101 90096 90109 Nature of motivation and engagement 90106 90109 extrinisic motivation 90106 90109 intrinsic motivation 90106 90109 engaged participation 90106 90101 90096 90109 90062 Design guidelines for learning environments 90063 90106 90109 (b1) Routines of activity for effective transmission of knowledge.90002 (b2) Clear goals, feedback, and reinforcement. 90003 90002 (b3) Individualization with technologies. 90003 90106 90109 (c1) Interactive environments for construction of understanding 90106 90109 (s1) Environments of participation in social practices of inquiry and learning. 90002 (s2) Support for development of positive epistemic identities. 90003 90106 90101 90096 90109 90062 Curricula design guidelines 90063 90106 90109 (b4) Sequences of component-to-composite skills.90106 90109 (c2) Sequences of conceptual development. 90002 (c3) Explicit attention to generality. 90003 90106 90109 (s3) Development of disciplinary practices of discourse and representation. 90002 (s4) Practices of formulating and solving realistic problems 90003 90106 90101 90096 90109 90062 Assessment design guidelines 90063 90106 90109 (b5) Assessment of knowledge components. 90106 90109 c4) Assessments of extended performance. 90002 (c5) Crediting varieties of excellence.90003 90106 90109 (s5) Assessing participation in inquiry and social practices of learning. 90002 (s6) Student participation in assessment. 90003 90002 (s7) Design of assessment systems. 90003 90106 90101 90228 90229 90046 2.6 Joyce 90047 90002 Joyce, Weil and Calhoun (2000) defined 4 major families of models for teaching, i.e. strategies that are used in schooling. 90003 90008 90009 Behavioral systems family of models 90010 90009 Information-processing family of models 90010 90009 Personal family of models 90010 90009 Social family of models 90010 90015 90569 90095 90096 90097 Familiy of models 90098 90097 Description (see Allen) 90098 90097 Examples of Models 90098 90101 90096 90109 Behavioral systems 90106 90109 To change the behavior of the learner / transmit the culture by teaching skills and knowledge.E.g. the learner is considered to be a system that can be influenced by feedback. 90106 90109 90106 90101 90096 90109 Information-processing 90106 90109 To improve logical thinking processes. This includes search for information, concept learning, hypothis formulation and testing, creative thinking. 90106 90109 90022 90009 Inductive thinking: find and organize information leading to concept formation) (H. Taba) 90312 90010 90009 Concept attainment: teaching concepts and helping to students to develop concepts, (J.Bruner) 90312 90010 90009 Memorization: strategies for memorizing and assimilatating information 90312 90010 90009 Advance Organizers: provide learners with the cognitive structure to understand complex materials (Ausubel). 90010 90009 Scientific Inquiry: teach how to collect and analyze data, and test hypothesis and theories. (E.g. inquiry-based learning 90312 90010 90009 Inquiry training: Engage students in causal reasoning, i.e. ask questions, build concepts and hypothesis and test them.90312 90010 90009 Synectics: creative thought, i.e. help students to «break set» in problem-solving and writing activities 90312 90010 90027 90106 90101 90096 90109 Personal / Individual family 90106 90109 To take into account particular traits of individuals and to analyse them. This includes meta-cognitive activities to develop internal resources to see things in new / different ways. 90106 90109 90022 90009 Nondirective (facilitative) teaching (Rodgers) 90312 90010 90009 Enchancing self-esteem, development of self concepts 90010 90027 90106 90101 90096 90109 Social family 90106 90109 90002 Build learning communities that profit from interactions between learnings.90312 At the strategic level: to teach learning by apprenticeship, social skills and communication. 90003 90106 90109 90106 90101 90228 90229 90002 Update (2015): This book is now in it’s 9th edition and includes additions. Joyce, B., Weil, M., Calhoun, E. (2014 року). Models of Teaching (9th Edition) Hardcover, 9th edition, Pearson, ISBN 0133749304 . 90003 90046 2.7 Reeves ‘pedagogical dimensions of computer-based education 90047 90002 Reeves (and Reeves) proposed several variants of a multi-dimensional model that allows categorization of various computer-based pedagogical designs.Identified pedagogical dimensions can be used to compare one form of Computer-based-education (CBE) with another or to compare different implementations of the same form of CBE. Reeves ‘motivation was the claim that «Systematic evaluation of computer-based education (CBE) in all its various forms (including integrated learning systems, interactive multimedia, interactive learning environments, and microworlds) often lags behind development efforts (Flagg, 1990). » (Reeves, 1997). The authors identifies frour reasons: (1) Technological innovations advertized as beeing effective are taken to be effective.This is reinforced by industry spending more money on marketing than on evaluation. (2) Decision makers are more interested in numbers dealing with technology investements, spread and quantitative use of CBE in the school system. (3) Evaluation formats are indadequate, e.g. «Evaluation reports are usually presented in the format of social science research reports, a format that» is almost useless for most clients and audiences «(Scriven, 1993, p. 77)» (Reeves, 1997). (4) Evaluators often compare the incomparable.»A major weakness in traditional empirical approaches to evaluation is that the treatments being compared (e.g., interactive multimedia versus classroom instruction) are often assumed to be cohesive, holistic entities with meaningful differences.» (Reeves, 1997). 90003 90002 «Berman and McLaughlin (1978) and other implementation researchers (Cooley and Lohnes, 1976) have illustrated the fallacy of assuming that meaningful differences exist between two programs just because they have different names.It is imperative to open up the «black boxes» of instructional alternatives and reveal the relevant pedagogical dimensions they express if evaluations are to be meaningful and have utility. Pedagogical dimensions are the keys to unlocking the black boxes of various forms of CBE. » (Reeves, 1997). 90003 90234 90095 90096 90097 Dimensions 90098 90097 Scales (2 ends) 90098 90101 90096 90109 Pedagogical epistemology 90106 90109 objectivism — constructivism 90106 90101 90096 90109 Pedagogical philosophy (Epistempology) 90106 90109 instructivism — constructivism 90106 90101 90096 90109 Underlying psychology (Learning theory) 90106 90109 behavioriral — cognitive 90106 90101 90096 90109 Goal orientation (learning objectives) 90106 90109 sharply focused (precise) — unfocused (general) 90106 90101 90096 90109 Experiental validity (orientation of the activity) 90106 90109 abstract (academic) — concrete (applied).On an other scale: reproduce, classify, explain, apply, invent, solve a problem. 90106 90101 90096 90109 Teacher role 90106 90109 didactic — facilitative 90106 90101 90096 90109 Flexibility 90106 90109 teacher-proof — easily modifiable 90106 90101 90096 90109 Value of errors 90106 90109 errorless learning — learning from experience 90106 90101 90096 90109 Origin of motivation 90106 90109 extrinsic — intrinsic 90106 90101 90096 90109 Accommodation of Individual Differences 90106 90109 non-existant — multi-faceted 90106 90101 90096 90109 Learner control 90106 90109 non-existant — unrestricted 90106 90101 90096 90109 User activity 90106 90109 mathemagenic — generative 90106 90101 90096 90109 Cooperative learning 90106 90109 unsupported — integral 90106 90101 90096 90109 Cultural sensitivity 90106 90109 non-existent — integral 90106 90101 90228 90229 90002 While these dimensions rather represent a framework for comparative analysis, this table also can be use to think about the design of a pedagogical scenario.90003 90046 2.8 Bates choosing 90047 90002 Tony Bates his free online book on 90049 Teaching in a Digital Age: Guidelines for Designing Teaching and Learning 90050 presented a short table that is based on five criteria: Epistemological basis, industrial vs. digital skills (20st vs. 21st century ones), academic quality, and flexibility. 90003 90755 Bates (2015) Choosing design models (CC BY NC SA license) 90046 2.9 According to learning style 90047 90002 The idea is that different pedagogies are better adapted to individuals preferences for given learning styles.90003 90002 See the learning style article. 90003 90004 3 Major families according to learning theoretical considerations 90005 90002 This article 90049 or 90050 section is a stub. It does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions. 90003 90357 90358 90359 90046 3.1 Behaviorist strategies 90047 90046 3.2 Cognitivist strategies 90047 90046 3.3 Cognitivist / Constructivist strategies 90047 90046 3.4 Constructivist / Situated strategies 90047 90004 4 Links 90005 90022 90009 Allen (1996), Instructional Models Key, HTML. 90010 90027 90022 90009 Conaway, J. (1997) Educational technologies effect on models of instruction. University of Delaware. HTML, retrieved 15:45, 11 August 2007 (MEST). A good and short overview of instructional models. 90010 90027 90022 90009 Huitt, W. (2003). Classroom instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 19:24, 22 May 2006 (MEST), from http: // chiron.valdosta.edu/whuitt/col/instruct/instruct.html. (This is an excellent resource for classroom instruction / direct instruction). 90010 90027 90022 90009 Models of Teaching, College of Education and Human Development, UTSA. (Good resources for educators who are interested in approaches to and models of teaching) 90010 90027 .90000 Educational technology — EduTech Wiki 90001 90002 This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! 90003 90004 1 Introduction 90005 90002 Educational technology, sometimes shortened to 90007 EduTech 90008 or 90009 EdTech 90010, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization.Educational technology as practice refers to any form of teaching and learning that makes use of technology. Nevertheless, there are a few features on which most researchers and practitioners might agree: 90003 90012 90013 Use of technology is principled: Technology means the systematic application of scientific knowledge to practical tasks. Therefore, educational technology is based on theoretical knowledge drawn from different disciplines (communication, education, psychology, sociology, philosophy, artificial intelligence, computer science, etc.) Plus experiential knowledge drawn from educational practice. 90014 90013 Educational technology aims to improve education. Technology should facilitate learning processes and increase performance of the educational system (s) as it regards to effectiveness and / or efficiency. 90014 90017 90002 In this short introduction we will try to give a preliminary definition of the field. 90003 90002 See also: 90003 90022 1.1 Other definitions 90023 90002 90009 Educational technology 90010 is a very wide field.Therefore one can find many definitions, some of which are conflicting. 90003 90028 90013 Technology means the systematic application of scientific or other organized knowledge to practical task. Therefore, 90009 educational technology 90010 is based on theoretical knowledge from different disciplines (communication, psychology, sociology, philosophy, artificial intelligence, computer science, etc.) plus experiential knowledge from educational practise (Natalie Descryver) 90014 90033 90028 90013 «Educational technology refers to the use of tools, technologies, processes, procedures, resources, and strategies to improve learning experiences in a variety of settings, such as formal learning, informal learning, non-formal learning, lifelong learning, learning on demand, workplace learning, and just-in-time learning.Educational technology approaches evolved from early uses of teaching tools and have rapidly expanded in recent years to include such devices and approaches as mobile technologies, virtual and augmented realities, simulations and immersive environments, collaborative learning, social networking, cloud computing, flipped classrooms, and more. » ([Introducing Educational Technology) 90014 90033 90028 90013 Educational technology is the use of technology to improve education. It is a systematic, iterative process for designing instruction or training used to improve performance.Educational technology is sometimes also known as instructional technology or learning technology. (Wikipedia: Educational_technology) 90014 90033 90028 90013 The study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. (Scott Adams) 90014 90033 90028 90013 A definition centered on its process: «A complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems, and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning «([1]) 90014 90033 90028 90013 «One definition of Educational Technology is that it is a systematic, iterative process for designing instruction or training used to improve performance» (Encyclopedia of Educational Technology) 90014 90033 90028 90013 Lachance et al.(1980: 183) also focus on the the process idea: la technologie éducative en tant que processus systématique intégrant les diverses fonctions du processus éducatif. Elle vise, d’une part, à analyser des problèmes reliés à l’enseignement et / ou à l’apprentissage et, d’autre part, à élaborer, implanter et évaluer des solutions à ces problèmes par le développement et l’exploitation des ressources éducatives (cited by Lapointe, 1991). 90014 90033 90012 90013 Teaches with technology (uses technology as a tool) 90014 90013 Primarily concerned with the narrow spectrum of information and communication technologies 90014 90013 Primary goal: To enhance the teaching and learning process 90014 90017 90022 1.2 Incomplete definitions 90023 90028 90013 Technology that is used as tool in education … it’s not just technology 90014 90033 90028 90013 Field of education centered on the design and use of messages and physical support conditioning pedagogical situations and learning process. [2] … it’s not just conditioning 90014 90033 90022 1.3 Terminology issues 90023 90002 90007 Educational technology 90008 is a field. 90009 A 90010 90007 educational technology 90008 refers to a technology that is particularly suited for education plus its usage / range of applications maybe.See the educational technologies article and the category educational technologies. Instructional technology and elearning which sometimes are used as a synonyms sometimes not. e-learning often refers to technology or designs used in distance teaching, but it also is used to describe any sort of technology use in education. 90003 90002 As of 2019, e-learning has been replaced by the word «digital learning» or sometimes edTech. We prefer continue using «educational technology», although the term «digital learning» is more open to the idea that technology has become a general omnipresent tool, i.e. encompasses any sort of technology use in education. 90003 90002 The following graphic shows the evolution according to google trends. Globally speaking, interest in the field has much declined. This can be explained by the fact that search terms like «educational technology» have been replaced by trendy technology, such as «MOOC» or «e-learning», not shown in the figure, as explained in the digital learning article. 90003 90090 Google trends, «educational technology» vs. some other 90004 2 Goals of Educational Technology 90005 90002 Educational technology research always had an ambitious agenda.Sometimes it only aims at increased efficiency or effectiveness of current practise, but frequently it aims at pedagogical change. While it can be considered as a design science it also addresses fundamental issues of learning, teaching and social organization and therefore makes use of the full range of modern social science and life sciences methodology. 90003 90002 «Technology provides us with powerful tools to try out different designs, so that instead of theories of education, we may begin to develop a science of education.But it can not be an analytic science like physics or psychology; rather it must be a design science more like aeronautics or artificial intelligence. For example, in aeronautics the goal is to elucidate how different designs contribute to lift, drag maneuverability, etc. Similarly, a design science of education must determine how different designs of learning environments contribute to learning, cooperation, motivation, etc. «(Collins, 1992: 24). 90003 90002 Technology is therefore both a tool and a catalyzer and it can become a medium through which change can happen.90003 Educational technologists would not therefore consider the computer as just another piece of equipment. If educational technology is concerned with thinking carefully about teaching and learning, then a computer has a contribution to make irrespective of its use as a means of implementation, for the design of computer-based learning environments gives us a new perspective on the nature of teaching and learning and indeed on general educational objectives. (O’Shea and Self: 1983: 59). 90002 Spector (2005) proposed an 90007 educratic oath 90008 for educational technologists: An Educratic Oath inspired by the Hippocratic Oath was proposed by Spector (2005) for educational technologists: 90003 90012 90013 Do nothing to impair learning, performance, and instruction.90014 90013 Do what you can to improve learning, performance, and instruction. 90014 90013 Base your actions on evidence that you and others have gathered and analyzed. 90014 90013 Share the principles of learning, performance, and instruction that you have learned with others. 90014 90013 Respect the individual rights of all those with whom you interact. 90014 90017 90002 Summarized, it summons us to improve education (and not hinder it), to use evidence from research and practice, to share, and to respect others.90003 90004 3 What is it about? 90005 90002 Defining the field is both simple (e.g., see the definitions at the top) and difficult. There are a several perspectives. 90003 90022 3.1 From an instructional design perspective 90023 90002 Besides being a field of research, Educational Technology is synonymous for {Pedagogy, Learning, Instructional design, etc.} 90009 with technology 90010 and therefore also an engineering discipline, a design science or an craft (whatever you prefer). 90003 90002 In order to define educational technology we may ask ourselves what constitutes an instructional design and what disciplines look at these constituents.90003 90129 90002 The instructional design space 90003 90002 Even from a pure «engineering perspective,» it does not make much sense to talk about Educational Technology just in terms of Instructional design models or instructional design methods. An instructional designer also feels concerned by more fundamental disciplines like general learning theory or pedagogical theory. These theories provide interesting insights on issues like the relation between learning type or learning level and appropriate pedagogic strategy, how affect and motivation may influence the learning process, what multimedia design can learn from theories on human information processing or cognitive load, why metacognition and collaborative learning is important etc.90003 90022 3.2 From a design-research oriented perspective 90023 90002 More design-oriented educational technologists rather look a cross-section of several phenomena, i.e., they adopt an interdisciplinary approach that will ultimately lead to better pedagogical designs in a given area. 90003 90138 90002 Owen (2008) identifies three key pedagogical facts that «organise» the ICT-enhanced pedagogical landscape. 90003 90141 90022 3.3 From a fundamental research perspective 90023 90002 Many researchers in the field rather adopt a more fundamental research stance and they focus on small well defined problems such as «under which conditions can multimedia animations be effective.»As such, few researchers working in the field identify themselves as primarily educational technology researchers 90003 90022 3.4 From an research-institutional perspective 90023 90002 A field is implicitly defined by journals, conferences and study programs. 90003 90002 The Journal of Interactive Learning Research published by the association for the Advancement of Computing in Education included on March 2006 the following enumeration of interactive learning environments that gives an idea on the 90009 technical 90010 scope of the field.90003 90002 Note: Main-stream e-learning is a special case of computer-based training and computer-mediated communication. It also may include other elements like passive or interactive multimedia animations. 90003 90022 3.5 From a technology perspective 90023 90002 Each time a new technology appears soon after it may be hailed as a new solution to education by both researchers and practitioners. Therefore, one also could argue that fundamentally speaking, educational technology research and practice is technology driven (although not many members of the community would accept this stance).E.g., see Daniel Chandler’s Technological or Media Determinism discussion. 90003 90002 The Educational technologies article attempts to categorize some technologies. 90003 90022 3.6 From a media selection perspective 90023 90002 According to Bates there is no adequate instructional design method or model for selecting media. However, he does recommend a method that will structure the selection process: 90003 90002 «A review of more recent publications on media selection suggests that despite the rapid developments in media and technology over the last 20 years, my ACTIONS model (Bates, 1995) is one of the major models still being applied, although with further amendments and additions (see for instance, Baytak, undated; Lambert and Williams, 1999; Koumi, 2006).Indeed, I myself modified the ACTIONS model, which was developed for distance education, to the SECTIONS model to cover the use of media in campus-based as well as distance education (Bates and Poole, 2003). » (Bates, 2015: chapter 8.1) SECTIONS stands for: 90003 90028 90013 90009 S 90010 tudents 90014 90013 90009 E 90010 ase of use 90014 90013 90009 C 90010 ost 90014 90013 90009 T 90010 eaching functions, including pedagogical affordances of media 90014 90013 90009 I 90010 nteraction 90014 90013 90009 O 90010 rganizational issues 90014 90013 90009 N 90010 etworking 90014 90013 90009 S 90010 ecurity and privacy 90014 90033 90202 SECTIONS model (Bates, 2015; Bates and Poole, 2003) 90022 3.7 From a «where is it used perspective» 90023 90004 4 A short history 90005 90002 Educational technology in way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history is made to start with educational film (1900’s) or Sidney Pressey’s mechanical teaching machines in the 1920 ‘. 90003 90002 First large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learn contents trough aural and visual reception, exists in many forms, e.g., streaming audio and video, PowerPoint presentations + voice-over. Another interesting invention of the 1940’s was hypertext, i.e., V. Bush’s memex. 90003 90002 The 1950’s led to two major still popular designs. Skinners work led to «programmed instruction» focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements.Models based on these designs were usually referred to as computer-based training «(CBT), Computer-aided instruction or computer-assisted instruction (CAI) in the 1970’s through the 1990’s. In a more simplified form they correspond to today’s» e- contents «that often form the core of» e-learning «set-ups, sometimes also referred to as web-based training (WBT) or e-instruction. The course designer divides learning contents into smaller chunks of text augmented with graphics and multimedia presentation.Frequent Multiple Choice questions with immediate feedback are added for self-assessment and guidance. Such e-contents can rely on standards defined by IMS, ADL / Scorm and IEEE. 90003 90002 The 1980’s and 1990’s produced a variety of schools that can be put under the umbrella of the label Computer-based learning (CBL). Frequently based on constructivist and cognitivist learning theories, these environments focused on teaching both abstract and domain-specific problem solving. Preferred technologies were micro-worlds (computer environments were learners could explore and build), simulations (computer environments where learner can play with parameters of dynamic systems) and hypertext.90003 90002 Digitized communication and networking in education started in the mid 80s and became popular by the mid-90’s, in particular through the World-Wide Web (WWW), eMail and Forums. There is a difference between two major forms of online learning. The earlier type, based on either 90007 Computer Based Training 90008 (CBT) or Computer-based learning (CBL), focused on the interaction between the student and computer drills plus tutorials on one hand or micro-worlds and simulations on the other.Both can be delivered today over the WWW. Today, the prevailing paradigm in the regular school system is Computer-mediated communication (CMC), where the primary form of interaction is between students and instructors, mediated by the computer. CBT / CBL usually means individualized (self-study) learning, while CMC involves teacher / tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks.It also provides tools for student and curriculum management. 90003 90002 In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT / CBL materials, there is increased use of e-tutoring through forums, instant messaging, video-conferencing etc. Courses addressed to smaller groups frequently use 90007 blended 90008 or hybrid designs that mix presence courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g., drill & practise, exercises, projects, etc.). 90003 90002 The 2000’s emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring 90007 learning-in-context 90008 scenarios. Some literature uses the concept of 90007 integrated learning 90008 to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings. Web services, both educational and non-educational gain popularity. 90003 90002 The 2010’s include MOOCs, a consolidation of rapid elearning in business, a re 90003.90000 Modern educational technologies in teaching a foreign language 90001 90002 Language is the most important means of communication, the existence and development of human society is impossible without it. The current changes in social relations, communication means (the use of new information technologies) require increasing the communicative competence of students, improving their philological preparation. In order they could exchange their thoughts in different situations in the process of interaction with other communicators, using the system of language and speech norms and choosing communicative behavior adequate to the authentic situation of communication.In other words, the main purpose of a foreign language is to form a communicative competence, that is, the ability to carry out interpersonal and intercultural communication between a foreigner to one and native speakers. Educational aspect is an integral part of the educational process. 90003 90002 Modern educational technologies that are used to form the communicative competence of a schoolchild in learning another language are the most productive for creating an educational environment that provides a person-oriented interaction of all participants in the educational process.It is obvious that using any one technology of education, no matter how perfect it is, will not create the most effective conditions for the disclosure and development of students ‘abilities and creativeness of a teacher. 90003 90002 Modern technologies of teaching foreign languages ​​accumulate successful information of each of them, enable the teacher to adjust any technology in accordance with the structure, functions, content, goals and objectives of training in the particular group of students.90003 90002 The search for new pedagogical technologies is associated with the lack of positive motivation of students in learning a foreign language. Positive motivation is inadequate, because when learning a foreign language students face significant difficulties and do not learn the material because of their psychological characteristics. 90003 90002 Currently, more and more teachers are turning to the communicative method of learning English. The object of this method is speech itself, that is, this technique first of all teaches us to communicate.90003 90002 The long-term practice of teaching English proves that teaching with traditional technologies does not allow developing key, basic competencies in a particular academic discipline, so a drastic reorganization of the educational process is needed. For example, the active use of resources of the World Wide Web by the teachers significantly increased the effectiveness of self-education of teachers of a foreign language. Internet services provide access to the latest socio-cultural, linguistic-cultural and other valuable information.It is obvious that the role of the teacher is currently changing; the boundaries between him and the trainee are becoming transparent, which promotes cooperation. The role of the learner increases, learner participates not only in obtaining knowledge, but also in its search, development, transformation into practical skills [1]. At the present stage of learning, the communicative approach of teaching plays an active role in the formation of adequate communication among students. Communicative method implies a great activity of students.The teacher’s task in this case is involving all students of the class into conversation [3]. For better memorization and use of the language, all channels of perception must be loaded. The essence of the communicative method is to create real communication situations. When recreating the dialogue, the student has the opportunity to apply all the knowledge in practice that was gained before. 90003 90002 A very important advantage of the communicative method is that it has a huge variety of exercises: role games, dialogues, and simulation of real communication are used here [2].90003 90002 Recently more and more teachers are using the project methodology in the process of teaching a foreign language as one of the modern productive creative approaches that successfully implement the main objectives of teaching a foreign language in the formation of communicative and speech skills, which are necessary for students to communicate in a foreign language. 90003 90002 The main purpose of the project method is to provide students with the opportunity acquiring knowledge independently in the process of solving practical tasks or problems that require the integration of knowledge from different subjects.If we talk about the method of projects as a pedagogical technology, this technology involves a set of research, searching, problematic methods, which are creative in nature. The teacher in the project is assigned as a developer, coordinator, expert and consultant. 90003 90002 This technology contributes to the development of the creative abilities of students and develops their imagination and curiosity. During the preparation of projects, the creative and intellectual potential of student is revealed.The method of projects teaches to conduct a research work, working in a team, conduct a discussion, solve problems. 90003 90002 The project method can be used in teaching a foreign language on almost any topic, since the selection of subjects was carried out taking into account the practical importance for the student. 90003 90002 Here is the example of applying the project methodology while studying the topic «School» in English lessons. 90003 90002 The common goal is to create a school project in which all the children would like to learn.The students are divided into groups based on the desires of the children to work together to solve a certain part of the overall task. Parts of the project are discussed in groups. As a result, the following areas of work will be singled out: 90003 90002 1) the creation of a school building project, its design and school territory; 90003 90002 2) compiling rules for students and teachers of the school; 90003 90002 3) a description of the school day; 90003 90002 4) a description of extra-curricular activities of children; 90003 90002 5) a school uniform project.90003 90002 At one of the last lessons, the project will be protected by groups. Each group will make their presentation. Such tasks are very exciting for students, they feel responsibility for the performance of such work. At the same time, they master such skills as working with the Microsoft Power Point program, the ability to find interesting materials, illustrations. And at the very performance students learn to declare, develop their oratory skills, ability to prove and defend their point of view, spontaneously answer to the questions asked, they do not be afraid of public speaking and become self-confident.90003 90002 The project method is being widely introduced into educational practice in Uzbekistan. Projects can be individual and group, local and telecommunication. In the latter case, a group of trainees can work on the project on the Internet, being territorially divided. However, any project can have a website that reflects the progress of work on it. The task of the training project, the results of which are presented in the form of a website, is to provide an answer to the problematic issue of the project and comprehensively highlight the progress of its receipt, that is, the study itself.90003 90002 Life in modern society requires from students such important cognitive skills as the ability to develop their own opinion, to comprehend the experience, to build a chain of evidence, to express themselves clearly and confidently. The technology of developing students ‘critical thinking involves asking students questions and understanding the problem that needs to be addressed. Critical thinking has an individual character, each generates its own ideas, formulates its assessments and beliefs independently, finds its own solution to the problem and supports it with reasonable, valid and convincing arguments.Critical thinking has a social character, since every thought is tested when it is shared with others. The pupil’s own active life position is especially evident when comparing previous knowledge and concepts with newly obtained ones. There are various forms of work that involve the development of students ‘critical thinking: essays, essay-reasoning, discussion, dialogue, role play, etc. 90003 90002 A special place is occupied by research technology, where students enter a high level of cognition, independent activity and development of a new problem vision, mastering of research procedures.A generalized basic model within the framework of the study is the model of learning as a creative search: from the vision and formulation of the problem to the hypothesis advancement, their verification, cognitive reflection on the results and process of cognition. Variants of the research model are game modeling, discussion, interviewing, solving problematic problems, etc. 90003 90002 Using elements of intensive training not at the expense of extra hours on the subject, but by the selection of methods and techniques, allow students to «immerse» in a foreign environment, where it is possible not only to speak but also to think in English .To develop abilities for intercultural communication, it is important to give students a full range of knowledge about the culture, customs and traditions of the English-speaking country so that students have an objective picture and can consciously choose the style of communication. Modeling situations of the dialogue of cultures in English classes allows students to compare the features of people’s way of life in our country and the countries of the studied language, helping them to understand better the culture of our country and developing their ability to represent it in English.This approach is possible only if authentic teaching aids are used. 90003 90002 «Language portfolio» is a tool for self-evaluation of the cognitive, creative work of the student, reflection of his own activity. This is a set of documents, independent work of the student. The set of documents is developed by the teacher and provides: tasks for schoolchildren in the selection of material in the portfolio; Questionnaires for parents, the completion of which involves a careful examination of the student’s works; Parameters and evaluation criteria embedded in the portfolio of works.Experimental technology for creating a portfolio is a way to visualize your achievements for a certain period of training, the ability to demonstrate abilities and practically apply the acquired knowledge and skills. Portfolio allows to take into account the results achieved by the student in a variety of activities: educational, social, communicative, etc., and is an important element of the practice-oriented, valid approach in education. Students see their growth form a database of their achievements for the entire period of study (projects, certificates, reviews, reviews on individual creative activities).90003 90002 Information and communication technologies are increasingly used in the organization of the educational process, they allow us to consider productively all possible aspects (from linguistic to cultural), improve foreign speech activity. Their usage contributes to the improvement of the linguistic and intercultural competencies of students, the formation of culture of communication in the electronic environment, the enhancement of the informational culture in general, and the development of computer skills: searching, processing, transferring, systematization of information and presentation of the results of research activities by students.90003 90002 An interactive approach is a certain type of activity of students, connected with the study of the educational material in the course of the interactive lesson. 90003 90002 The core of interactive approaches are interactive exercises and tasks that are performed by students. The main difference between interactive exercises and tasks from ordinary ones is that they are directed not only and not so much to consolidate the material already studied, but rather to study a new one.Modern pedagogy is rich in interactive approaches, among which are the following: 90003 90002 — Creative tasks. 90003 90002 — Working in small groups. 90003 90002 — Educational games (role games, imitations, business games and educational games). 90003 90002 — Usage of public resources (invitation of a specialist, excursions). 90003 90002 — Social projects and other out-of-school teaching methods (social projects, competitions, radio and newspapers, films, performances, exhibitions, performances, songs and fairy tales).90003 90002 — Workout. 90003 90002 — Studying and fixing new material (interactive lecture, working with visual aids, video and audio materials, «student as a teacher», «everyone teaches everyone»). 90003 90002 — Discussion of complex and controversial issues and problems. 90003 90002 Under creative assignments, we understand such study assignments that require from students not simply reproduce information, but creativity as well, since tasks contain a greater or lesser element of suspense and as a rule have several approaches.The creative task is the content and the basis of any interactive method. The creative task (especially practical and close to the life of the student) gives meaning to learning, motivates students. Uncertainty of the answer and the opportunity to find student’s own «right» solution, based on personal experience and experience of his colleague, friend, allow creating a foundation for cooperation, communication and communication of all participants in the educational process, including the teacher.The choice of a creative task is in itself a creative task for the teacher, since it is required to find a task that would meet the following criteria’s: 90003 90002 — does not have an unambiguous and monosyllabic answer or solution 90003 90002 — is practical and useful for students 90003 90002 — is related to the life of students 90003 90002 — motivates students 90003 90002 — maximizes the learning objectives. 90003 90002 If students are not used to work creatively, then you gradually should introduce simple exercises first, and then more and more complex tasks.90003 90002 Working in small groups is one of the most popular strategies, as it gives all students (including shy) the opportunity to participate in activities, practice the skills of cooperation, interpersonal communication (in particular, the ability to listen actively, develop a common opinion , resolve emerging disagreements). All of these are often impossible in a large team. Working in a small group is an integral part of many interactive methods, such as debates, public listening, almost all types of imitations, etc.90003 90002 When organizing group work, you should pay attention to the following aspects: 90003 90002 — the teacher must be sure that students have the knowledge and skills necessary to complete the group assignment. Lack of knowledge will soon be felt — students will not make efforts to complete the assignment. 90003 90002 — the teacher must try to make the instructions as clear as possible. It is unlikely that the group will be able to perceive more than one or two, even very clear, instructions at a time, so you need to write instructions on the board and cards.90003 90002 — the teacher must give the group enough time to complete the task. 90003 90002 As for the practical application of technology, it is not necessary to use only one technology. It would be better to integrate several educational technologies, combining their best aspects. We can make a conclusion that it is this pedagogical system that facilitates the disclosure of the subjective experience of the student, the formation of personally-meaningful ways of learning, the education of moral ideals, the development of critical thinking, adequate evaluation and self- evaluation, the self-improvement of each student and the opportunity to realize themselves as a person.90003 90002 References: 90003 90100 90101 Gromova O. A. «Audiovisual method and practice of its application». M., 1977. — 150 s. 90102 90101 Domashnev A. I. and others. » Methods of teaching English in a pedagogical university ». M., 1983. — 240 s. 90102 90101 «The main directions in the teaching of foreign languages ​​in the XX century». Ed. M. V. Rakhmanov. M., 1972. — 168 s. 90102 90101 E. S. Polat. New pedagogical technologies in teaching foreign languages.Foreign languages ​​at school-2002 № 1. C. 22-27. 90102 90101 Conditions for improving the quality of foreign language education: materials of the All-Russian Scientific and Practical Conference (Kazan, December 5-6, 2007). 90102 90101 ru.wikipedia.org 90102 90113 .