Constructivist learning involves learners constructing their understanding based on their experiences and prior knowledge (GCU Media, 2021). Technology coaches can facilitate hands-on, collaborative learning experiences with technology, guiding learners to draw connections between new information and their existing knowledge.
Andragogy is an adult learning theory that emphasizes self-direction, problem-solving, and the practical application of knowledge (Note et al., 2021). Technology coaches can support adult learners by providing them with opportunities to explore technology independently, solve real-world problems, and immediately apply their new skills in their teaching practice.
Social Learning Theory posits that learning occurs through observation, imitation, and modeling of others' behaviors, attitudes, and emotional reactions (Dobson, 2018). Technology coaches can encourage peer collaboration, discussion, and shared problem-solving in student and adult learning environments.
A technology coach could guide teachers in designing project-based learning activities that incorporate technology, such as collaborative multimedia presentations or virtual field trips. These activities allow students to construct their understanding of concepts while engaging with technology tools.
A technology coach could create professional development workshops for teachers focusing on problem-solving and real-life challenges in integrating technology in their classrooms. Technology coaches can better engage adult learners and promote meaningful learning by addressing their immediate concerns and building on their existing experiences.
A technology coach could facilitate a community of practice among teachers where they can share their experiences, strategies, and best practices in technology integration. By observing and learning from their peers, teachers can improve their instructional practices and become more proficient in using technology effectively in their classrooms (Dobson, 2018).
Both technology coaches and teachers aim to facilitate learning, either by directly teaching students or by guiding and supporting teachers to create effective technology-based instruction (Pappas, 2015).
Both roles involve working collaboratively, either with students in the classroom or with peer teachers to share ideas, strategies, and best practices for implementing technology in the learning process (Dobson, 2018).
Technology coaches must approach learning through the lens of andragogy, focusing on adult learners' unique characteristics, such as self-directedness, prior experiences, and problem-centered learning (Note et al., 2021). In contrast, teachers approach learning through the lens of pedagogy, focusing on the developmental needs of their students and creating structured, guided learning experiences.
Technology coaches play a pivotal role in the professional development of their peers, providing ongoing support, resources, and training to help teachers integrate technology into their instruction (Eduro Learning, 2019). On the other hand, teachers are typically on the receiving end of professional development, seeking guidance and training to improve their instructional practices.
Please reach us at nicholas.k.inoue@gmail.com if you cannot find an answer to your question.
This webpage offers an overview of constructivism in education, including integrating technology to facilitate active learning experiences for students. It summarizes constructivist principles and discusses their application in classroom settings.
The LINCS (Literacy Information and Communication System) website is a resource collection dedicated to improving adult literacy, language, and workforce skills. The website is a U.S. Department of Education project, Office of Career, Technical, and Adult Education (OCTAE) project. The specific resource collection linked, "Adult Learning and Literacy," offers a variety of materials, including research articles, instructional resources, and assessment tools, designed to help educators and practitioners enhance their adult education programs.
This article highlights the importance of Social Learning Theory in the context of successful online businesses. It emphasizes sharing knowledge, fostering collaboration, and learning from others' experiences.
Dobson, E. (2018). Participatory Peer Education: An empowering process for the individual, organization and community. ResearchGate. https://www.researchgate.net/publication/332785485_Participatory_Peer_Education_An_Empowering_Process_for_the_Individual_Organization_and_Community
Eduro Learning (2019, August 1). 6 strategies for building successful coaching relationships with ALL teachers. [Videofile]. YouTube. https://youtu.be/_dsnl7tezKg
GCU Media (2021). Theories, models, frameworks, and strategies. https://www.gcumedia.com/lms-resources/student-success-center-content/documents/coe/theories-models-framework-strategies.pdf
Note, N., De Backer, F., & Donder, L. D. (2021). A novel viewpoint on Andragogy: Enabling moments of community. Adult Education Quarterly, 71(1), 3–19. https://doi-org.lopes.idm.oclc.org/10.1177/0741713620921361
Pappas, C. (2015). Pedagogy vs Andragogy in eLearning: Can you tell the difference. Elearning Industry. https://elearningindustry.com/pedagogy-vs-andragogy-in-elearning-can-you-tell-the-difference
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