TELE Synthesis- A Work in Progress

Hi Everyone,

I have compiled my synthesis of the four main TELE’s using a mind map program called Venngage. Unfortunately, unless I was to upgrade to Premium I cannot add the image to this feed so if you could please follow the link, it’ll bring you to my work.

During this module we examined four different components of TELE’s; Anchored Instruction, WISE/SKI, T-GEM & LFU’s. TELE’s, Technology-Enhanced Learning Environments, provide students with access to creative technologies that showcase new ways of learning information. I personally have learned a great deal and am excited to continue my own personal learning journey by adding to this diagram as I continue to come across different TELE’s.

My take home point to this synthesis of TELE’s is that while there are many different technologically enhanced learning environments that can assist in the construction of knowledge for students, it is important as educators to continue to remember that what we choose as a means of presentation must be meaningful at its core. TELE’s must be purposefully implemented and used for a specific reason and not just for the fact that it is there. With many TELE’s that we have come across in this module, they can overcomplicated student’s understandings of a topic if they are too complex for the age group. As such, educators must be cognizant of this and carefully pick which TELE’s to make use of and which to avoid until the right time/class.

References

Cognition and Technology Group at Vanderbilt (1992). The Jasper Experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Khan, S. (2010). New pedagogies for teaching with computer simulationsJournal of Science Education and Technology, 20(3), 215-232.

Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education56(2), 403-417.

Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303.

4 comments

  1. Hi Kirsten,

    Great graphic! I have never used Venngage before so thank you for sharing this resource! As for TELEs, your sentence, “TELE’s must be purposefully implemented and used for a specific reason and not just for the fact that it is there” is something that I am incredibly passionate about. Too often teachers (and others) implement technology just because it is that…technology. Often times educators are testing the waters by trying out technology in their classrooms without specific reasons behind it, or jumping on the tech bandwagon! However, when we look at purposely designed TELEs, there are so many amazing experiences that can be created for and by our students. I agree that the carry the potential to quickly become “too complex” for some students. Knowing your students, understanding the why of using the program, scaffolding appropriately and testing it out yourself first may help to alleviate some of those concerns.

  2. Hi Kirsten

    I like the fact that you shared the graphic. I find mind maps help, especially when synthesizing a concept. When researching a topic…I make sure to look for mind maps that others have created.

    I wonder if you will have time to add to your diagram. Print the diagram, put it in a self-address stamped envelope and give it to someone to mail to you in one year. OR install software into your email program so you can schedule an email to be sent at a later date (https://www.cnet.com/how-to/how-to-schedule-gmail-messages-to-be-sent-later/ target=”blank”).

    A good next step might be to share the different mind map tools that are available for students to use.

    Christopher

  3. I thought this is a great quote “what we choose as a means of presentation must be meaningful at its core” this is really the most important aspect of any presentation tool we use for our students. I also think that the tool should be something that your students can take and make use of for their own projects. With the plethora of powerful tools out there students work can display their ideas in powerful mediums that represent all modalities and help to bolster creativity and intrinsic motivation.

  4. Hi Kirsten,

    Thanks for sharing the Venngage diagram. I have never seen this before, but I can see how it would be useful to organize one’s thoughts! I’m going to bookmark it for later use!

    I also really like your comment “TELE’s must be purposefully implemented and used for a specific reason and not just for the fact that it is there”. I think technology in general is at times implemented without really considering the purpose or affordances it offers over what is already in existence (ie. my Nike Fitband that currently sits in my drawer. . . ). In your context, is there a particular TELE you feel would be advantageous for your students or the subject/lesson that you are teaching?

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