Vol. 11 Issue 2
Year:2015
Issue:Sep-Nov
Title:Does Higher-Order Thinking Impinge on Learner-Centric Digital Approach?
Author Name:Bincy Mathew and B. William Dharma Raja
Synopsis:
Humans are social beings and the social cognition focuses on how one form impressions of other people, interpret the meaning of other people's behaviour and how people’s behaviour is affected by our attitudes. The school provides complex social situations and in order to thrive, students must possess social cognition, the process of thinking about how other people are likely to think, act, and react. Impact of technology on learning has not been answered clearly many years after the introduction of ICT into classrooms. Today there are optimist and pessimist views regarding the use of ICT in Education. The main objective of Digital classroom is to enhance interactive learning through teaching pedagogies that provide opportunities for authentic, contextualised assessment that supports learning in a digital context. Digital classroom incorporates contemporary teaching and learning strategies. It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways. The integration of ICT in social cognitive development is a complex and multidimensional process, including many dynamics such as ICT tools, teachers, students, school administration, educational programmes and school culture. While using digital media devices, students of today need active participation and involvement rather than playing a passive role. This means integrating the use of smart phones, tablets, and laptops in on-ground classrooms. They are also looking for the emotional satisfaction of using and interacting with these products. The main purpose of this paper is to make an inquiry on how social cognition impinges on learner-centered digital classroom in an Educational view. It also provides an understanding of how the mind is influenced by social interactions and how to implement technology to enhance social cognitive learning.
Year:2015
Issue:Sep-Nov
Title:Does Higher-Order Thinking Impinge on Learner-Centric Digital Approach?
Author Name:Bincy Mathew and B. William Dharma Raja
Synopsis:
Humans are social beings and the social cognition focuses on how one form impressions of other people, interpret the meaning of other people's behaviour and how people’s behaviour is affected by our attitudes. The school provides complex social situations and in order to thrive, students must possess social cognition, the process of thinking about how other people are likely to think, act, and react. Impact of technology on learning has not been answered clearly many years after the introduction of ICT into classrooms. Today there are optimist and pessimist views regarding the use of ICT in Education. The main objective of Digital classroom is to enhance interactive learning through teaching pedagogies that provide opportunities for authentic, contextualised assessment that supports learning in a digital context. Digital classroom incorporates contemporary teaching and learning strategies. It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways. The integration of ICT in social cognitive development is a complex and multidimensional process, including many dynamics such as ICT tools, teachers, students, school administration, educational programmes and school culture. While using digital media devices, students of today need active participation and involvement rather than playing a passive role. This means integrating the use of smart phones, tablets, and laptops in on-ground classrooms. They are also looking for the emotional satisfaction of using and interacting with these products. The main purpose of this paper is to make an inquiry on how social cognition impinges on learner-centered digital classroom in an Educational view. It also provides an understanding of how the mind is influenced by social interactions and how to implement technology to enhance social cognitive learning.
No comments:
Post a Comment