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Connectivism and Social Learning in Practice

When students have the opportunity to work together to solve problems or create an artifact, they are learning through social interactions.  According to Dr. Orey, while students are constructing they are engaged in conversations which help them to learn (Laureate Education, Inc., 2010).  One strategy where students can use social learning in the classroom is with cooperative learning.  Students need to interact with each other and during cooperative learning this interaction enhances their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  

This week we learned how technology supports cooperative learning.  Technology “facilitates group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler et al., 2007).  Students can use communication software such as blogs and wikis and not be concerned about time of day or where they are located.  Other technology strategies to promote cooperative learning are multimedia projects, webquests, web site creation, shared calendars, shared bookmarking, course management programs, and simulation games.  All of these strategies are designed to educate collaboratively and encourage students to work together.  Social constructivism is apparent in all of these strategies.

Students are social beings, and this is evident with their use of facebook, twitter, and texting.  They like being connected with others, and I believe that this is an important segment in learning.  In the classroom, we can offer students opportunities to be social learners through technology to expose them to the skills they need for the future.

References:

Laureate Education, Inc. (Executive Producer). (2010) Program Number 8: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

http://www.youtube.com/watch?v=gAS49WBdr8k&feature=related

Constructivism/Constructionism theory of learning “suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001).  It concentrates on the students being active participants in learning and the teacher being a facilitator of learning.  The students need to process the information and learn how to apply it by constructing a meaningful artifact.

One example of an instructional strategy that corresponds to the constructionist learning theory is generating and testing hypotheses.  A hypothesis is based on some previous observations, so prior knowledge is essential.  With this strategy students must be able to apply knowledge in order make a hypothesis.  They need to be able to make an educated guess or a prediction and test it determine the outcome.  By testing and generating hypotheses student take part in critical thinking, problem solving and applying knowledge to enhance their understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As with constructionism, students can take the new information and create their own meaning from testing the hypothesis.

In addition, technology can enhance how students generate and test hypotheses.  Using online collaborative spreadsheets, data collection tools, and web resources such as interactive simulations enables all learners to “use background knowledge, make decisions, and see the outcome of their hypothesis” (Pitler et al, 2007).  Technology offers many new and different ways to engage students and allows them to interact with the content in a meaningful way.  For example, the 8^th grade studies the Civil War, so I have the students create a PhotoStory about one of the battles from the Civil War.

We want to teach our students how to become critical thinkers, problem solvers, and collaborators.  This can be achieved through the Constructivist/Constructionist learning theory where students are involved in engaging learning experiences.

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

The cognitive learning theory or how students process information can utilize technology to facilitate learning.  Two instructional strategies related to the cognitive learning theory are:  Cues, Questions, and Advance Organizers and Summarizing and Note Taking. 

Both strategies use technology to help students focus their learning.  Cues give students a preview of what they are about to learn, questions help students to access prior knowledge, and advanced organizers (charts or tables) help students classify and understand information that is not well-organized (Pittler, Hubbell, Kuhn, Malenoski, 2007).  Word processing applications, spreadsheets, organizing software, and multimedia applications can all be used in creating advanced organizers for students.  Many different organizing and brainstorming software is available to aid students in note taking and summarizing.  Using these organizers is a great way for students to add and organize information as it is presented and store it into long term memory. 

Summarizing and notetaking strategies offer many ways for students to take their new information and restate it in their own words.  According to Chapter 6 of the textbook, “students should be taught a variety of note-taking formats” (Pittler, Hubbell, Kuhn, Malenski, 2007). Again technology is an important factor in teaching students how to summarize and take notes.  There are many ways technology can aid in this process.  One example of note taking called combination notes uses a concept of the cognitive theory.  As mentioned by Dr. Orey students remember images better than text (Laureate Education, Inc., 2010).  In addition, blogs and wikis enable students to summarize and take notes in a collaborative environment where students can learn from each other.

Another concept of the cognitive learning theory is in long-term memory each idea is connected to every other idea (Laureate Education, Inc., 2010).  One way ideas can be connected with technology is through concept maps.  An example of this type of software is Inspiration.  Concept maps can be used to make connections to prior knowledge and link it to new information.  They can be used in conjunction with a virtual field trip to guide their learning.  A virtual field trip enables students to participate in an educational journey that enables them to see and do more than would be reading from their textbook.  They are an active participant in their learning.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number Five: Cognitive Learning Theories [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.

Behaviorism in the Classroom

This week we have been exploring how behaviorism relates to instructional strategies in the classroom.  Reinforcement is a characteristic of the behaviorist theory often times used with desired behaviors in the classroom.  If reinforcement works with behavior, then it can also be applied to effort.  Unfortunately, many students develop a defeatist attitude because they focus on heredity, race, and background as contributing factors to their failures (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  However, if students can see the connection between effort and achievement, then this belief can change.  One way to demonstrate this association is through Excel with an effort/achievement spreadsheet.  With students filling in their grades and then using a rubric to determine their effort, they can see proof of the benefits of their effort.  They are taking responsibility for their learning.  Since I teach computer, it would be a great way to teach students about graphs, and it would also be a real-life activity.

Another instructional strategy is “homework and practice.”  According to James Hartley “skills are not acquired without frequent practice” (Smith, 1999).  Homework offers students a chance to review and practice what they learn.  Technology can enhance the homework and practice through educational software programs, web resources, tutorials, and creating their own multimedia programs.  Using technology to practice skills helps students to choose what works best for their learning style which, in turn, increases their level of understanding.

Before the readings for this week, I associated behaviorism with classroom management and behavior.  It was interesting to learn how instructional strategies used with technology can enhance student understanding.  I believe that behaviorism is used by many teachers today.

References:

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm