UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA

TEACHING TECHNIQUES IV
Teacher: Mildred Celeste Lemus

LABORATORY 2

Ana Patricia Alvarez

Guzmn
Carn: 5076-14-22710
July 26, 2015

TASK I - AUTOEVALUATION

LANGUAGE ABILITY REFLECTION: Since I have been teaching for many years low grades, my
English ability has declined a little due to the English level I manage, actually my English
level is not as accurate as it was in past years. I need to have more conversation,
communication with people who speak a higher English level. I am conscious that I need to
read more in English and workout higher level vocabulary. I can handle language
consistently accurate through the lesson, but I need to improve more and give more than I

OTHER ASPECTS REFLECTION: I

have to work harder and
improve in all the teaching
framework aspects to become
an expert professional teacher.

TASK II POP QUESTIONS ABOUT

LESSON PLANNING

1. It is made up of action verb in the third person + content +context +how.

Competency

2.Teachers are in control of these activities. There might be a unique answer per each item.
assessment

Formative

3.Students are in control with these activities. They produce material based on the taught content. Free practice
4.It is made up of an action verb in the third person + content.
indicators
5.This part of the lesson plan includes monitoring Ss progress around the classroom.
practice

Performance
Controlled

TASK III - Chapter VI

Learning Theory Technology and
Practice
ANALYSIS
Chapter VI shows us the importance of learning a theory to make it work, in this case, work for technology studies. Technology
demands activities and much practice. These studies show us the importance of connecting theory and practice, understand why
and how we can use technology to enhance learning in the classroom.
The learning theory makes a comparison between technology in the past and theory of technology studies today. According to new
findings reforms have been made to technology. Through the 1800s psychological values were more important than skills; through
the 1900s content organization was the most important; through the 1600s logical content structures were established.
In the theory of practice, skills are prioritized in how technology is learnt and practiced; feelings and knowledge empower skills.
In the model of technology studies feelings and values have implications in attitudes, desires, interests and perceptions; while
knowledge applies beliefs, points of view, facts, reasons, concepts and conceptions, both with creativity using different methods and
techniques.
In the theory of practice is stated that we learn by doing if we reflect on what we have done. Since the subject is technology, they
focus on the dimensions of technology that correspond to action, emotion, and cognition instead of focusing on doing, feeling and
knowing.
Specific materials, objects and activities empower practice and experience according to these theories. It is indicated that there are
many ways of learning with technology. There are six different possible modes of learning with technology and in which we are
involved with:
Learn through observation, association, socialization and routines.
Increases learning

Experiences and learning are connected to real life situations

Technology distributes the learning process
Technology models the learning process
We program and we are programmed in the learning process

According to specific studies we are involved in all this six aspects.

Since learners need to be self-directed learners, technology must be an objective in the learning process. Learning theories focus
on how individuals learn and organize their behavior living out the material conditions and technology, omitting the power
technology possesses to act in humans.
According to behaviorist theories, they theorized that technologies establish the conditions and determine the results of the learning
process. Students do not learn in a passive way, contrary to that, they learn in an active way.
Piaget and its learning theory, says that children and adolescent learn more in real life situation or environment, by actively
manipulating technologies in the world. Children construct their own knowledge as a response to their environment and
developmental growth. Learning require self-regulation and building concepts through reflection and abstraction.
Technology has educational implications that include social and cultural conditions of learning. We the teachers must demonstrate
the means of success in this community of practice.
All the theories presented in this chapter allow all of us for a complex understanding of learning, the address our practice of thinking
through others but under theorize our practice of thinking through things.
Stimuli and motivation play a very important role in technology use.
A theory of practice in technology studies was clarified to provide a framework for understanding the role that materials and
technologies play in action, cognition, and emotion.

For projection and reflective practice theory, the teaching framework was clarified to provide the basis for teaching effectively using
different strategies. This theory tells what we the teachers should know and be able to do in the exercise of our profession.
IMPORTANT KEY POINTS

Theory and practice go hand in hand

Theories are an approach to the learning objective
We have to learn and understand theories of learning; teachers will approach teaching within one of those
theorical approaches.
Behaviorism demonstrates that if there are stimuli a particular response will come back.
The cognitive approach holds that internal and conscious representations of the world are essential in the
human learning.
Mental processes allow learners how to think, analyze, understand and apply their knowledge.
Machines and materials are essential in the learning process.
Learners can build their own knowledge through real life situations and make connections with the world it
surrounds them.
The learning theories that account for technology in some way, such as behaviorism, constructivism, situated
cognition, and constructionism provide a good backdrop with which to theorize practice in technology studies.
The power of technology, methods, projects and analysis are the best means we have at our disposal.

CONCLUSION

There are many theories that reflect or suggest different ways of learning, but they do not tell us the teachers how we have to teach.
These theories were an experiment and were all worked out outside education. We the teachers have to find the way to move from
theory to practice, I think that we the teachers have to develop certain teaching methods according to our experience and try to
follow or build our teaching on these theories. But, I insist, these theories were just a laboratory experiment.