The constructivism learning theory states that there is no absolute answer because the knowledge is different from person to person depending on his or her personal meaning (Laureate Education, Inc., 2010). Because the knowledge varies, this theory plays a smaller role in the classroom than the constructionism learning theory.
The constructionism learning theory basically states that people learn most effectively when they are building or creating some kind of "artifact" (2010). In this week's video, Dr. Orey explains that this "artifact" also includes PowerPoint presentations, which is a very attainable task in most classrooms. I believe that it is quite difficult to make all or at least most lessons fit the constructionism theory in that students are creating something physical, but the use of technology makes this much more realistic. PowerPoints can be created within just a few class periods. These particular sources fit into the constructionism theory in that the spreadsheets are the creations or artifacts students are using to deepen their knowledge on the subject.
In Chapter 11 of our book, Using Technology with Classroom Instruction that Works, Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski highlight the technological tools of spreadsheets, databases, and web resources when "Generating and Testing Hypothesis" (Pitler, Hubble, Kuhn, & Malenoski, 2007). These authors were stating that hypotheses are usually only used in science but can be used within any subject with the correct task at hand and modifications. With tools, such as spread sheets, Google Spreadsheets, and wikiCalc, students are able to focus less on the calculations process and more on the implications of their results, which means more analytical and deep thinking skills being used (2007).
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA, ASCD
Wednesday, May 25, 2011
Wednesday, May 18, 2011
Cognitive Theory and Technology
The Cognitive Theory is the study of the thought process. In this theory, it is important to learn and focus on how people think and how new information is processed in the brain. As an educator, it is important to be conscious of this theory because it explains how people learn and think, which is exactly what we expect of our students. In the video, "Cognitive Learning Theories," Dr. Michael Orey explained various components of the Cognitive Theory, which have a correlation with some of the instructional strategies described in the resources (Laureate Education, Inc., 2010). Chapter 4 "Cues, Questions, and Advanced Organizers" and Chapter 6 "Summarizing and Note Taking" of Using Technology with Classroom Instruction that Works presents various strategies that can be used with technology that parallel quite nicely with the Cognitive Theory (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Dr. Orey mentioned that people have a limited short term and working memory and are capable of only remembering about seven (give or take two) pieces of information at a time (2010). The use of Advanced Organizers in the classroom is effective and straight to the point, and learning this information from the Cognitive Theory about our short term and working memory gives me a different perspective of how to use them. Using these organizers is effective, but using them through "chunking" or by presenting about seven pieces of information at a time would be more successful and not as draining.
Another component Dr Orey presented was the idea of Dual Coding where people create an image of the word as well as the actual word and is stored in different parts of the brain (2010). For example, if we are learning the word "dog" we may see a picture of a dog as well as the word. When we recall this in our minds, we will see the picture of the dog alongside the actual word, hence the "dual" aspect of this concept. This principal of the theory correlates with the instructional strategy of using Advance Organizers as well because it presents a visual for the students. Dr. Orey said that we learn better when more stimuli are used. The learning process would be more effective if students can use more than one of the five senses (2010). With this in mind, Advance Organizers in technology, such as Webspiration or Inspiration, are graphic organizers that can be created in front of the students, which makes the process interactive and engaging. Students are more likely to learn something when they feel included and in control of the creating process.
Virtual Field Trip tools are also innovative tools for the classroom. Personally, I have used these "field trips" when researching various venues for events a couple of times, but the thought never occurred to me to use it in the classroom. It is one thing to show a still picture of a historic place, but it becomes a whole different, enriched experience to see it through the perspective of standing inside of it.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Dr. Orey mentioned that people have a limited short term and working memory and are capable of only remembering about seven (give or take two) pieces of information at a time (2010). The use of Advanced Organizers in the classroom is effective and straight to the point, and learning this information from the Cognitive Theory about our short term and working memory gives me a different perspective of how to use them. Using these organizers is effective, but using them through "chunking" or by presenting about seven pieces of information at a time would be more successful and not as draining.
Another component Dr Orey presented was the idea of Dual Coding where people create an image of the word as well as the actual word and is stored in different parts of the brain (2010). For example, if we are learning the word "dog" we may see a picture of a dog as well as the word. When we recall this in our minds, we will see the picture of the dog alongside the actual word, hence the "dual" aspect of this concept. This principal of the theory correlates with the instructional strategy of using Advance Organizers as well because it presents a visual for the students. Dr. Orey said that we learn better when more stimuli are used. The learning process would be more effective if students can use more than one of the five senses (2010). With this in mind, Advance Organizers in technology, such as Webspiration or Inspiration, are graphic organizers that can be created in front of the students, which makes the process interactive and engaging. Students are more likely to learn something when they feel included and in control of the creating process.
Virtual Field Trip tools are also innovative tools for the classroom. Personally, I have used these "field trips" when researching various venues for events a couple of times, but the thought never occurred to me to use it in the classroom. It is one thing to show a still picture of a historic place, but it becomes a whole different, enriched experience to see it through the perspective of standing inside of it.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 10, 2011
Behaviorism and Technology-ism
The theory of Behaviorism revolves around Operant Conditioning, which has two major components: reinforcement of desirable behavior and punishment of undesirable behavior (Laureate Education, Inc., 2010). Behaviorists believe that praising or rewarding a desirable behavior will reinforce it and ignoring or punishing an undesirable behavior will stop it. With that said...
This week we are focusing on various instructional strategies that use technology, which correlate with the principles of behaviorist learning theory. In Chapter 8 "Reinforcing Effort" of Using Technology in with Classroom Instruction that Works, there are four sources that contribute to one's success, which are "their own innate abilities, the assistance of others, luck, and effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to these authors, effort is the most rational one to choose or depend upon for success because it is the most controllable of the four (2007). It is important for teachers to teach students this idea because it is the "ground leveler" in the classroom; all students are able to put forth effort. In order to do this, teachers must be straightforward about effort and expectations, as well as create opportunities where the students are in control and can physically see their effort. The instructional strategy presented in this chapter is using a spreadsheet to track student effort. With the use of a rubric, students are assess themselves according to how much effort they believe they put in for the task. As students record their assessments in a spreadsheet, their data can be made into charts as a visual representation of their effort. Data charts are very "black and white" since they are direct representations of the information put in by students. This strategy correlates with the behaviorist learning theory in that students with positive results will continue their hard work to continue to achieve that success. Students with lower results (the undesirable behavior) will (theoretically) try harder so that they achieve higher, or the desirable, results/behavior. Students can see that the more effort they put in the better their homework or test/quiz results are, and will therefore continue to work hard. This also works the other way around where students that are not putting in much effort can see how it affects their homework and test/quiz scores, which will theoretically motivate them to try harder next time.
The other instructional strategy was Chapter 10 "Homework and Practice." This strategy also correlates with the behavior learning theory. The main reason teachers assign homework is because it supplies more practice for students beyond the classroom. The behavior learning theory fits into this in that if students thoroughly complete their homework everyday, their quiz/test scores will reflect this since they are practicing more than someone not doing their homework. It is important for students to understand the reasoning behind homework: more practice and not because the teacher is mean. Once they realize this, they can then understand the reasoning that the more practice they do the more successful they will be. Students that do their homework may receive a sticker or stamp, which would also reinforce them to do their homework everyday. Students that do not do their homework may lose their recess, which would encourage them to do their homework everyday.
Teachers may want to combine these two instructional strategies by creating a spreadsheet for homework and quiz/test results so students can see that the affect of doing one's homework will most likely mean a higher quiz/test score.
Some believe that the theory of behaviorism cannot be applied to today's 21st Century classrooms, and I am not one of those believers. It may not be as relevant as it once was but I believe that it is still worthy enough to be aware of within the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This YouTube video I found sort of relates to the topic in a "theory kind of way." It's more for entertaining purposes! You can watch below or click here
This YouTube video is about Operant Conditioning from a little girl's perspective! :) Watch below or click here
This week we are focusing on various instructional strategies that use technology, which correlate with the principles of behaviorist learning theory. In Chapter 8 "Reinforcing Effort" of Using Technology in with Classroom Instruction that Works, there are four sources that contribute to one's success, which are "their own innate abilities, the assistance of others, luck, and effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to these authors, effort is the most rational one to choose or depend upon for success because it is the most controllable of the four (2007). It is important for teachers to teach students this idea because it is the "ground leveler" in the classroom; all students are able to put forth effort. In order to do this, teachers must be straightforward about effort and expectations, as well as create opportunities where the students are in control and can physically see their effort. The instructional strategy presented in this chapter is using a spreadsheet to track student effort. With the use of a rubric, students are assess themselves according to how much effort they believe they put in for the task. As students record their assessments in a spreadsheet, their data can be made into charts as a visual representation of their effort. Data charts are very "black and white" since they are direct representations of the information put in by students. This strategy correlates with the behaviorist learning theory in that students with positive results will continue their hard work to continue to achieve that success. Students with lower results (the undesirable behavior) will (theoretically) try harder so that they achieve higher, or the desirable, results/behavior. Students can see that the more effort they put in the better their homework or test/quiz results are, and will therefore continue to work hard. This also works the other way around where students that are not putting in much effort can see how it affects their homework and test/quiz scores, which will theoretically motivate them to try harder next time.
The other instructional strategy was Chapter 10 "Homework and Practice." This strategy also correlates with the behavior learning theory. The main reason teachers assign homework is because it supplies more practice for students beyond the classroom. The behavior learning theory fits into this in that if students thoroughly complete their homework everyday, their quiz/test scores will reflect this since they are practicing more than someone not doing their homework. It is important for students to understand the reasoning behind homework: more practice and not because the teacher is mean. Once they realize this, they can then understand the reasoning that the more practice they do the more successful they will be. Students that do their homework may receive a sticker or stamp, which would also reinforce them to do their homework everyday. Students that do not do their homework may lose their recess, which would encourage them to do their homework everyday.
Teachers may want to combine these two instructional strategies by creating a spreadsheet for homework and quiz/test results so students can see that the affect of doing one's homework will most likely mean a higher quiz/test score.
Some believe that the theory of behaviorism cannot be applied to today's 21st Century classrooms, and I am not one of those believers. It may not be as relevant as it once was but I believe that it is still worthy enough to be aware of within the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This YouTube video I found sort of relates to the topic in a "theory kind of way." It's more for entertaining purposes! You can watch below or click here
This YouTube video is about Operant Conditioning from a little girl's perspective! :) Watch below or click here
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