Technological Developments In Using Web Based Applications Education Essay Example

theory. We will examine student behavior and ability, goals and learning outcomes, teaching and learning activities, reasons for selecting the theories, strengths and weaknesses of each teaching strategy, beliefs about teaching the subject, and a discussion on an effective teaching method for students.This article examines information engineering developments in utilizing web-based applications in the above-mentioned countries. It compares lesson programs that focus on pupil-centered learning, in which the instructor guides the instruction and learning processes. Lesson Plan 1 involves the instructor using teaching aids to explain how to use a programming language when designing a web-based application. Students are then tasked with creating their own web-based application using the programming language they have learned. The goal is for students to demonstrate their understanding of the programming language and their ability to design a web-based application system.The acquisition program 1 follows the Constructivism learning theory of 5 E's, which includes engaging, exploring, explaining, elaborating, and evaluating. The teacher will provide students with a practical exercise to develop a working system to test their understanding of the topic taught. Students will work in pairs due to limited time. After completing the exercise, students will show their working application to the teacher for grading. The lesson ends after the teacher assesses all the work done within a specific timeframe.

In Lesson Plan 2, the teacher-centered drill approach is used. The instructor disseminates information to the students and guides them in utilizing the methods provided during the lesson. Technological assistance, business books, and a worksheet are used to note important information. After the lesson, students must develop models to demonstrate how each model can enhance the competitive advantage of a

business when utilizing new technology.The program involves the instructor serving as a facilitator, providing information for the pupil to utilize in achieving desired results. The instructor guides the pupil in developing models that will aid in achieving business objectives and gaining a competitive advantage. To acquire knowledge, the pupils work independently to develop these models. Working as a group in class allows them to complete tasks more quickly, thus exposing them to collaborative learning based on the Conditions of Learning theory.

The lesson plans for this program are based on two theories: 5 E's Constructivism theory as defined by Miami Museum of Science (2001), and Gagne's Conditions of Learning theory (1985). The first lesson plan utilizes the 5 E's Constructivism theory, which aims to engage, explore, explain, elaborate, and evaluate. These elements are essential in helping students design and construct the required web-based application taught by the instructor.Constructivism, as described by the Miami Museum of Science (2001), is a learning approach that focuses on engaging students in building their understanding of new ideas. It encourages students to seek out new and unknown ways to develop a web based application that meets their needs. This approach also helps students identify the areas that are relevant to the development of the application. Through exploration and sharing of ideas in a team, students can enhance their knowledge and improve the application. The concept of constructivism has been extensively studied by influential scholars such as Jean Piaget, Eleanor Duckworth, George Hein, and Howard Gardener. In relation to science, this learning approach suggests that learning something new or deepening our understanding of familiar concepts is not a linear process. It involves

using both prior experience and firsthand knowledge gained through exploration. Curiosity about scientific phenomena serves as a catalyst for this learning process, such as noticing a rainbow.We investigate, inquire about, and research various phenomena until they become less mysterious. As we explore new ideas, we connect pieces of previous geographic expeditions that align with our understanding of the phenomena being studied. For example, when studying rainbows, we observe a relationship between sunlight and water vapor (Miami Museum of Science, 2001). Our knowledge grows incrementally as we piece together information. However, sometimes our existing ideas don't fit together, requiring us to deconstruct and reconstruct them. Through discussions and creative efforts, we expand our conceptual understanding and validate our theories by solving problems. For instance, in the case of rainbows, we discover that we can create one by spraying water in sunlight from a specific position. The clarity we gain from comprehending a concept enables us to apply it to new situations and mysteries. This process is continuous and highly individualized. Each learning experience is influenced by our developmental level, personal narrative, and personal style. It is the role of the teacher to facilitate the constructivist learning process.The development of the acquisition environment is essential for promoting and supporting the understanding process (Miami Museum of Science, 2001). When explaining this, it is evident that involvement and participation are necessary for conveying necessary information among groups working within the application. The clarification is needed in areas where the instructor's assistance may be required if the system implementation fails in a working environment. In addition, the use of verbal or creative elements in system development and in class discussions

is important. Amplification occurs when the lessons learned are applied to a situation where students must develop a web-based application using the programming language taught. Evaluation is the process whereby the instructor assesses the completed work to determine if it is satisfactory, which is crucial for gauging students' understanding of the subject matter. Evaluation demonstrates that students have comprehended what was taught during that time.

Engage:
Students encounter the material, ask questions, establish the foundation for their projects, make connections between new and familiar concepts, and recognize the relevance of their learning.In this passage, the authors discuss the importance of connecting past and present acquisition experiences to establish a foundation for future activities. They also emphasize the need to engage students by asking questions, defining problems, presenting surprising events, and addressing challenging situations. They compare this approach to marketing a product, stating that capturing the attention of customers is essential, but this can only happen if they have a need for the product. The authors assert that in the educational context, students must be directly involved with material and that inquiry drives the learning process. They highlight the significance of teamwork in sharing and building knowledge, and they describe the exploration phase as an opportunity for students to engage with phenomena and materials. Throughout this phase, the students acquire firsthand experience and develop a common understanding through collaboration. The teacher's role is to facilitate the process by providing materials and guiding the students' focus, while the students' inquiry process shapes the direction of their exploration.

Explanation

The phase of learning called "Explain" involves the learner expressing what they have learned through various means, such as

writing, speaking, or creating. The instructor supports the learner by providing resources, feedback, and clarifying any misunderstandings. During this phase, the learner begins to articulate their abstract experiences in a clear and organized manner. Language plays a crucial role in helping the learner sequence their thoughts and communicate with others. This communication can occur between peers, the facilitator, or within the learner's own mind. When working in groups, learners assist each other in understanding by sharing their observations, thoughts, questions, and hypotheses. Language also serves as a means for labeling and categorizing abstract concepts. These labels help the learner describe and share their explorations. The facilitator can provide appropriate names and terms that align with historical and standard language conventions based on the student's discoveries and experiences. For example, a child may observe that a magnet tends to "stick" to a specific type of metal object during their exploration. In the discussion with the child, the facilitator might introduce the term "magnetic attraction." Introducing labels after direct experiences are more meaningful compared to before those experiences.The Experiential Base serves as a place for the pupil to connect and engage with the subject. Using common language helps facilitate the sharing of information between the facilitator and the students. Through various forms of communication, such as writing, drawing, recording, etc., evidence of the student's progress and growth is documented.
In the Elaborate stage, learners expand on their knowledge, making connections to other related concepts and applying their understanding to different situations. For example, while studying light phenomena, a student may develop an understanding of how light travels through space. By analyzing a lamp post, they may observe that

the shadow's location changes as the day progresses. This observation could lead to further investigation into the relationship between the changing location of the shadow and the direction of the sunlight.Applications of the concept that light travels in a straight path can be seen in various real-life scenarios, such as determining the optimal position for flowers to receive sunlight throughout the day or setting up a beach umbrella to provide shade from the sun. These applications often lead to further investigation and new insights.

Evaluation is an ongoing process used by instructors to assess a student's understanding of concepts and knowledge. It can occur at any stage during the instructional process. Evaluation tools include rubrics that outline expected outcomes, teacher observations using checklists, student interviews, purposeful portfolios, project and problem-based learning products, and embedded assessments.

Concrete evidence of learning progress is highly valuable for communication between students, teachers, parents, and decision-makers. Demonstrations of achievement and progress enhance everyone's understanding of the educational process and can serve as starting points for further enrichment of students' education. This evidence guides teachers in lesson planning and may indicate the need for adjustments and changes in direction.If a teacher notices that there are clear misunderstandings, they can revisit the concept to promote a better understanding. If students show a strong interest in a specific topic, the teacher can redirect the inquiry to take advantage of their high level of engagement.

Lesson Plan 2: Factors influencing learning

In lesson plan 2, the chosen learning theory is Conditions of Learning. This theory considers factors such as the learner's environment and available resources when analyzing the learning process. According to this theory, there are different types

or levels of learning, each requiring specific types of instruction.

Gagne identifies five main categories of learning: verbal information, logical skills, cognitive strategies, motor skills, and attitudes. Different internal and external conditions are necessary for each type of learning. For example, to learn cognitive strategies, there must be an opportunity to practice developing new problem-solving solutions. To learn attitudes, the learner must be exposed to credible role models or persuasive statements (Gagne, 1985).The following list presents some of Gagne's (1985) rules of status learning theory:

1. Different learning outcomes require different types of instruction.
2. Learning events influence the learner and determine the conditions for learning.
3. The specific actions that make up instructional events vary depending on the type of learning outcome.
4. Learning hierarchies outline the rational skills to be learned and the sequence of instruction.
5. Gagne proposes that instructional tasks for rational skills can be arranged in a hierarchy based on complexity, including stimulus recognition, response generation, process following, language usage, discrimination, concept formation, rule application, and problem solving.
6. The main purpose of the hierarchy is to identify prerequisites that must be completed at each level to facilitate learning.
7. Prerequisites are determined through a task analysis of a learning/training task.
8. Learning hierarchies serve as a basis for sequencing instruction (Gagne, 1985).In addition, the instructional theory outlined nine events and corresponding cognitive procedures (Gagne, 1985):
- Directing attention
- Informing students of the objectives
- Stimulating recall of prior learning
- Presenting the stimulus
- Providing learning guidance
- Eliciting performance
- Providing feedback
- Assessing performance
- Enhancing retention and transfer

The excerpt also includes information about the strengths and weaknesses of two lesson plans:

Lesson Plan

1:
Strength: The learner is able to interpret multiple realities, better deal with real-life situations, and can be a problem solver.
Weakness: The learner may have differing thoughts and actions that can cause issues.

Lesson Plan 2:
Strengths: Allows individual participants to recall what they have learned in class and promotes cooperation among students as team members.
Weakness: Requires redesign of course material for the new learning environment and necessitates a diverse educational background.

The belief in learning the subject is based on the strengths and weaknesses stated in the lesson plans. Lesson Plan 1 is considered the best instruction, especially in this topic where students need to demonstrate understanding of the programming languages used.According to the theory, learning is a collaborative and interactive process where the instructor provides the lesson and the students apply it through practical work. In lesson plan 1, the instructor acts as a facilitator, ensuring that students understand the programming language used and apply it while developing a web-based application. The instructor's role is to monitor and ensure that students are doing the right thing without interrupting their work. There is little consensus among adult learning theories, with debates on the number and categorization of theories. Some theories are grouped as stimulus-response and cognitive theories, while others are labeled as mechanistic or being. Overall, adult learning theory can be broken down into two elements: a process that brings about change in the individual and a process that brings about change in the organization.