Experiential Learning: Elements to Consider in Designing a Preservice Course in Educational Computing Molly Watt, Senior Associate Center for Learning Technology Educational Development Center Newton, MA This paper describes a method of teaching educational computing which models current knowledge of effective teaching strategies which can be appropriately adapted by teachers to elementary school classrooms. The rationale for this approach is that usually the way teachers learn a subject is how they teach it (Watt, D. and Watt, M. 1986a). Since educational computing is new to most preservice teachers, the paper makes an argument that teaching and learning with the computer become part of the focus for the course to enable preservice teachers to acquire more familiarity with how actual learning evolves and the teaching strategies used to evoke learning. The author's main assumption about the course is that active learning is superior to passive learning (Labinowicz, 1980). The underlying assumption is that a variety of teaching strategies and methods are needed to use the computer effectively in an elementary classroom and using this course to model these methods is both natural and appropriate (Watt and Watt, 1986b). The design for the course divides the course time into three
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Experiential learning: elements to consider in designing a preservice course in educational computing
Watt, Molly
Follow ACM SIGCUE Outlook
, Volume 20 (1)
Association for Computing Machinery – Sep 1, 1988
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