Technology and Social Constructivism

     Vygotsky stated that "learning can be maximized through well-designed, intentional social interaction with others" (1978).  This is the heart of cooperative learning.  Students can be arranged in pairs or groups to work on a project.  This can take on many forms such as jigsaw learning, pair-share, or groups with divided responsibilities (Pitler, Hubbell, & Kuhn, 2012).

     Cooperative learning correlates well with social learning theory because "social constructivists believe that reality is constructed through human activity" (Orey, 2010).  It is the interaction between people that constructs their knowledge and alters their view of topics or issues that are addressed during their time together.  By working in pairs or groups, students begin to assimilate or accommodate new ideas and sort and re-sort existing schema to fit.  The social environment shapes their perception of reality.

     Teachers who provide opportunities for this type of learning may see increases in student engagement and dedication.  When students feel needed by their group, they are motivated to be present and engaged.  This makes it more likely for them to absorb the information in a meaningful way.

     Cooperative learning is a practical way to implement social learning theory by giving students ample opportunity to construct their knowledge through interaction with others.

References

Orey, M. (2010, January 1). Emerging Perspectives on Learning, Teaching, and Technology.

     Retrieved November 24, 2014, from

     http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that 

     works (2nd ed.). Alexandria, VA: ASCD.

Vygotsky, L.S. (1978).  Mind in Society: The Development of Higher Psychological Processes. 

     Cambridge, MA: Harvard University Press.

Voice Thread EDUC 6711 - Week 5

Visit this Voice Thread to leave a comment:
https://voicethread.com/share/6331889/

Technology and Constructivism

     Constructivism is a theory related to how the mind builds ideas.  It states that each learner builds new ideas in his/her mind.  These may look different from what other learners have built around the same idea.  Constructionism uses this concept in education: if a student has the opportunity to build something, the student will learn by experience about the targeted concepts (Laureate Education, n.d.).

     Generating and testing hypotheses are a natural part of hands-on, exploratory projects.  Students can use technology such as simulators, spreadsheets, and virtual building apps to formulate ideas, try them out, and revise the schema in their minds.  They can use the results to determine their next idea.  Repeated planning, experimentation, and reflection cause learning to occur, as students perceive patterns or evidence based on their experiences (Pitler, Hubbell, & Kuhn, 2012).

     Technology lends itself naturally to hands-on, constructivist learning.  It provides a variety of methods for students to create artifacts such as videos, online books, voice threads, web sites, and blog posts.  What makes each tool valuable is a teacher's insight into what type of project will stimulate disequilibration and lead to deeper thought, causing the learner to assimilate or accommodate new information (Laureate, n.d.).  This happens when students need to generate and test hypotheses during their research.

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video 

     file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction 

     that works (2^nd ed.). Alexandria, VA: ASCD.

Concept Map and Virtual Field Trip

I used Popplet Lite on iPads with a class of third graders to create a concept map about the setting of Where the Red Fern Grows by Wilson Rawls.

We used video, photos, and Google Earth to visit the Ozarks.  We viewed homes similar to the one Billy's family owned.  We examined pictures of the Illinois River.  We explored the area between Billy's home and the city of Tahlequah, OK.

http://popplet.com/app/#/2178233

Technology and Cognitive Learning Theory

      Cognitive Learning Theory purports that the brain must be actively participating in the construction of knowledge in order to be able to easily retrieve it at a later time. As a part of this, experiential learning is a method in which students learn through engaging, hands-on experiences, reflection and/or altering of current knowledge, and reentering into the hands-on experience (Orey, 2010).  

     Cues and questions are explicit methods of bringing prior knowledge to the forefront of student thinking (Pitler, Hubbell, & Kuhn, 2012).  This sets students up to be ready for the construction of new knowledge as they proceed through the steps of experiential learning.  Advance organizers pique students' interest and give their thoughts clarity as study begins.

     Summarizing and Note Taking are ways for students to synthesize their knowledge.  This is an active process of reflecting on the information a student just gathered or received, and making sense of it within the prior knowledge already possessed.  When a student puts new information into his/her own words, it requires understanding of what has been learned.  Students must be carefully taught how to take notes and summarize in a way that builds their cognitive strength.  They must determine what was meaningful and important.

     Although I have not yet tried concept mapping with students, it seems to get at the very heart of comprehension and understanding.  Defining relationships between all important concepts in a text or activity would require higher level thinking skills (Novak & Canas, 2008).  

     All of these learning strategies and tools correlate well with Cognitive Learning Theory because they engage the mind in active reflection, synthesizing, and organization of knowledge.  These strategies will help me teach for understanding because they will draw my students into a deeper level of thinking while allowing me as the teacher to view their cognitive process through their use of these tools.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct 

     and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the 

     Institute for Human and Machine Cognition Web 

     site:http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Orey, M. (2010, January 1). Emerging Perspectives on Learning, Teaching, and Technology.

Retrieved November 12, 2014, from

http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works 

            (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Technology and Behaviorism

     Behaviorism is concerned with observable, measurable outcomes and how they are affected by external stimuli (Orey, 2010).  Classroom strategies such as reinforcing effort, providing recognition, assigning homework, and providing practice are components of an effective classroom that rely on underlying behavioral theory to impact students.
     Reinforcing effort is, by its very nature, a behaviorist concept.  We reinforce behaviors that we wish to see continued.  Effort is a desirable behavior and is thus reinforced in the classroom.  The idea of using data collection tools for students to track their own effort based on measurable criteria such as frequency of practice is a great way to promote self-reflection and responsibility while helping students to understand the true correlation between effort and results (Pitler, Hubbel, & Kuhn 2012).
     Providing recognition is an example of a basic, external reward being presented in response to desired behavior.  Featuring student work on a class web site or blog is an example of giving students recognition for meeting a goal.
     Assigning homework is a good behavioral strategy if it is done correctly.  Rather than traditional practice such as re-reading notes or texts, a student will benefit from interactive practice such as quizzing, rehearsal, or self-assessment (Pitler Hubbel, & Kuhn 2012).  The key is to make sure there is feedback as the student is completing the homework.  Microsoft Word has components such as focused search capabilities, grade-level writing check, and spellcheck.
     Providing practice can give great behavioral reinforcement as well, if there is feedback.  Web sites such as Starfall and PBS Zoom can "teach students as they go" through the site.  Students are reinforced for correct answers.  Their responses are shaped as they practice.
     Behaviorism is used every day in classroom environments.  When using behaviorism to increase learning, a teacher must use care to select technology that truly reinforces the goals set for the learner.

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that 

     works (2^nd ed.). Alexandria, VA: ASCD.

Orey, M. (2010, January 1). Emerging Perspectives on Learning, Teaching, and Technology.

     Retrieved November 6, 2014, from

     http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf