Organizing Knowledge for Instruction

Organizing Knowledge for Instruction

Stephan Petrina (University of British Columbia, Canada)
Copyright: © 2007 |Pages: 32
DOI: 10.4018/978-1-59904-337-1.ch002
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Abstract

What is intelligence? What do we know about knowledge? Are design and technological knowledge unique? Do different types of knowledge demand different organizations? How can we employ cognitive skills in the resolution of technological problems? This chapter provides an introduction to current theories of intelligence and knowledge with an emphasis on instructional organization. We will discuss learning theories and theories of cognition in Chapter VI. In the previous chapter, we acknowledged that despite the proliferation of communication and information technologies, communication skills for most people have atrophied. At the same time this proliferation of new technologies has created conditions for what we experience as information overload. For this reason, it is extremely important that teachers develop effective skills and techniques for the communication, organization, and presentation of information and knowledge. It is essential that teachers develop working understandings of current theories of knowledge and skills. Our understandings of technological knowledge and literacy along with the theories that we act on determine the way we teach about, through, and for design and technology. Current theories of intelligence, or cognitive pluralism, and the organization of knowledge are fundamental to effective instruction. This chapter builds on the basic communication and organization techniques provided in Chapter I. The effective organization of instruction requires the effective organization of knowledge.

Complete Chapter List

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Dedication
Table of Contents
Acknowledgments
Chapter 1
Stephan Petrina
A great irony in this age of information technologies is that communication skills for many people have atrophied. Students take low levels of... Sample PDF
Analyzing and Designing Technology-Based Instruction
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Chapter 2
Stephan Petrina
What is intelligence? What do we know about knowledge? Are design and technological knowledge unique? Do different types of knowledge demand... Sample PDF
Organizing Knowledge for Instruction
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Chapter 3
Stephan Petrina
We began this book by acknowledging that the mere word “technology” provokes strong emotions or feelings from the heart. Advertisers play on these... Sample PDF
Feelings, Values, Ethics and Skills
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Chapter 4
Stephan Petrina
How do we factor the variability of students into our instructional methods? All students are different, and yet there are many commonalties from... Sample PDF
Instructional Methods and Learning Styles
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Chapter 5
Stephan Petrina
One of the most used and abused approaches to technology studies in the schools is creative design and technological problem-solving. Current... Sample PDF
Creativity and Ingenuity, Design, and Problem Solving
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Chapter 6
Stephan Petrina
Why do we use technologies in technology studies? Couldn’t we teach technology in a classroom without the complex lab and workshop infrastructures... Sample PDF
Learning Theory, technology and Practice
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Chapter 7
Stephan Petrina
Why should we teach technology in the schools? What is the reason for accommodating technology in the school curriculum? Why should we have to... Sample PDF
Justifying Technology Studies
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Chapter 8
Stephan Petrina
If status of a school subject is at issue, then content, benchmarks, and standards cannot be underestimated. Of course, the question is what content... Sample PDF
Technology Content, Process, and Standards
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Chapter 9
Stephan Petrina
Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education? Should... Sample PDF
Curriculum and Instruction Design
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Chapter 10
Assessment and Evaluation  (pages 280-321)
Stephan Petrina
Some teachers view assessment as a necessary evil. Some view assessment as their only real tool of discipline and power. Still other teachers view... Sample PDF
Assessment and Evaluation
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Chapter 11
Stephan Petrina
Classroom and facilities management require more than a series of techniques. Management and safety require a philosophy. Veteran teachers who “make... Sample PDF
Classroom Management, Facilities Design and Safety
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About the Author