Using Technology to Transform the Classroom

Week 4 Blog Post- Nikisha Greer

The constructionist learning theory is a theory of learning that states that people learn best when they build an external artifact or something that they can share with others (Laureate Education, 2008). A constructionist learning strategy is that of project based learning. Within project based learning activities, the learners are placed within collaborative groups as they use their surroundings (technology, literary resources, etc.) and experiments to determine possible solutions for a real world application. Although learners can construct and present knowledge or meanings without producing external products, the processes of construction are more evident when learners produce through social interaction with others and share representations of their understanding and thoughts (Bhattacharya & Han, 2001). Furthermore, this instructional strategy is conducted in a student-centered environment, minimizing the role of the educator (facilitator). Students have a firsthand experience to explain things (Laureate Education, 2008).

Generating and testing hypothesis are instructional strategies that encourages higher order thinking skills to assist in determining solutions to a problem. Students eventually test their hypothesis to determine data to assist with their problems. When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Hubbell, Kuhn, Malenoski, & Pitler, 2007).

Sources:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project
Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,
and technology. Retrieved January 25, 2012, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (2008). Constructionist and constructivism. Bridging learning theory, instruction, and technology. Baltimore: Author

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD

Cognitive Learning Theory Blog

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things (Cognitive Learning Theory, 2012). This theory is of importance because educators must assist with creating connections to networks that stores, connects, and receives instructional material that can help the learner in the future.


“Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are instructional strategies that provide scaffolding for new information so that students have a higher change of understanding and retaining concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cues, Questions, and Advance Organizers are instructional strategies used to trigger previously stored knowledge (ignite prior knowledge) to assist in the learning experience. The key to implementing “Cues, Questions, and Advance Organizers” is that educator should focus these strategies on the key skills and concepts that are to be mastered; furthermore when either should be delivered within the instructional lesson.


“Summarizing and Note Taking” focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The importances of these instructional strategies are that the student must be able to distinguish amongst what is and what is not important within instructional information. The uniqueness of these two are that used to accomplish different tasks. Note-taking is the physical component of writing down the proposed relevant information; whereas summarizing is a skill used to help analyze the information. Note-taking is similar to summarizing in that it enhances students’ ability to organize information in a way that captures the main ideas and supporting details, helping students to process information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This last sentence is of value to the connection of cognitive learning theory because the memory obtained organize/stores information based on the effective connections to its networks.


Concept Mapping and Virtual Field Trip correlate with instructional strategies and cognitive learning theories because the two allow the learner to compare information. Concept mapping is a replicate of memory, displaying how networks determine their locations based on characteristics/familiarity. Virtual Field Trips allow the opportunity to compare information with other primary sources (Laureate Education, 2010).




Sources:


Cognitive Learning Theory. (2012). Using thinking to learn. Retrieved on January 17, 2012, on http://www.experiment-resources.com/cognitive-learning-theory.html


Laureate Education, Inc, (Producer). (2010). “Cognitive Learning Theories.’ Baltimore: Orey, Michael.


Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Behaviorism in Practice

Behaviorism is primarily concerned with observable and measurable aspects of human behavior (Standridge, 2002). The “Reinforcing Effort” strategy is correlated with the principles of behaviorist learning theory by providing visual representations of their academic performance and effort. Effort can easily be associated to both reinforcement tactics. More effort is provided on the praised behaviors and vice versa. Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback (Hubbell, Kuhn, Malenoski, & Pitler, 2007). The technological tools attract the desired behaviors and eliminate the unwanted behaviors based on the effort students’ provide within assignments/activities.

The “Homework and Practice” strategy is correlated with the behaviorist learning theory by allowing students to manipulate the desired concepts/skills. Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Technology benefits best by providing remedial and tutorial programs to assist students within the instructional setting. Having students practice a skill or concept enhances their ability to reach the expected level of proficiency (Hubbell, Kuhn, Malenoski, & Pitler, 2007). The downfall of this instructional approach is that reinforcement can be negative or positive depending on feedback and on how often the students are required to complete either instructional strategy.

Resources:

Hubbell, P., Kuhn, M., Malenoski, K., & Pitler,H. (2007).Using technology with classroom instruction that
works. Mid-continent Research for Education and Learning


Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved on January 9, 2012, from

Welcome

Just want to say hello to my group members. Hope enjoyed their holidays and ready to continue the success within this new year. I look forward to working with everyone.

Thank you for your time and patience,

Nikisha Greer