THE TRUE LEARNING TECHNOLOGY IS NOT ABOUT WHAT TECHNOLOGIES WE USED. BUT, MORE IMPORTANTLY, HOW THEY PROPERLY USED FOR LEARNING. (Uwes A. Chaeruman, 2017)

1. atributes of
MEANINGFUL
LEARNING
with proper use of technology
uwes
anis
chaeruman
from:
Elaizabeth
A.
Ashburn
and
Robert
E.
Floden,
“Meaningful
Learning
Using
Technology”,
NY:
Teacher
College
Press,
2006

2. THE TRUE
LEARNING
TECHNOLOGY
IS NOT ABOUT
WHAT TECHNOLOGIES
WE USED.
BUT,
MORE IMPORTANTLY,
HOW THEY
PROPERLY USED
FOR LEARNING.
-­‐
Uwes
A.
Chaeruman,
2017

3. Inten%onality
Content
Centrality
Authen%c
Work
Ac%ve
inquiry
Construc%on
of
Mental
Models
Collabora%ve
Work
6atributes

4. USE
TECHNOLOGY
PROPERLY
TO ADDRESS
THOSE
ATRIBUTES
OF
LEARNING.

5. Intentionality
Using clearly articulated learning
goals to guide the design of learning
tasks and assessment of learning
progress.
use technology
to make intentional learning
-­‐
Elaizabeth
A.
Ashburn,
2006

6. Content
Centrality
use technology properly to align
learning goals and tasks with the big
ideas, essential questions, and
methods of inquiry that are centralto
the discipline.
-­‐
Elaizabeth
A.
Ashburn,
2006

7. Authentic Work
use technology properly to make
students able to construct
multifaceted learning tasks that
represent the challenges, problems,
and thinking skills required outside
the classroom.
-­‐
Elaizabeth
A.
Ashburn,
2006

8. Active Inqury
use technology properly to make
students able to use a disciplined
inquiry process for learning that is
built on students’ own questions and
develops habits of mind that
foster high levels of thinking.
-­‐
Elaizabeth
A.
Ashburn,
2006

9. CONSTRUCTION
OF MENTAL
MODELS
use technology properly to make
students able to embed the
articulation of cognitive models of
content within the learning tasks.
-­‐
Elaizabeth
A.
Ashburn,
2006

10. Claborative Work
use technology properly to make
students able to work together adds
value to achieving the learning
outcomes.
-­‐
Elaizabeth
A.
Ashburn,
2006

11. Terima Kasih

12. 4.
AcKve
inquiry:
Using
a
disciplined
inquiry
process
for
learning
that
builds
on
students’
own
quesKons
and
develops
habits
of
mind
that
foster
high
levels
of
thinking.
5.
ConstrucKon
of
mental
models:
Embedding
the
arKculaKon
of
cogniKve
models
of
content
within
the
learning
tasks.
6.
CollaboraKve
work:
Designing
learning
tasks
so
that
students
working
together
adds
value
to
achieving
the
learning
outcomes.