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.
Jill, virtual field trips and, for my science class, virtual lab experiments help provide experiences that most teachers cannot match outside of the classroom. Most school districts do not have the financial means to take students on numerous field trips that would aid student learning about events or places. In science, I can demonstrate and measure things in a virtual lab that I could not possibly demonstrate in the classroom, for either financial or practicality reasons. Virtual field trips are a great way to integrate technology into a classroom and make learning real for students. When it come to building connections to knowledge in the brain, a virtual field trip goes much farther than pictures in a book or drawings on a chalkboard.
ReplyDeleteI haven't used virtual field trips with my computer class yet. I think the best way for me to use field trips with my computer class is to collaborate with a core teacher on a topic they would like to present in their class. It is important to offer these type of experiences for our students.
ReplyDeleteJill, Of the instructional strategies that support cognitive learning theories, which do you feel would help your students the most? I teach computer class, so I agree with Jill - I will collaborate with the classroom teachers to find meaningful virtual field trips that correlate with their units of study. We also have Kidspiration, which has concept mapping tools. I have used these with first and second graders, but the first grade students needed a lot of assistance in understanding how to connect the main ideas with the supporting details. I will need to create a template for them to fill in order to help them understand how to make the connections. They scattered their ideas and connected them in any direction, which showed me some of their knowledge - but it wasn't organized in a way that showed their connections.
ReplyDeleteCindy, I believe that using blogs and wikis in my classroom would help my students the most. They both offer ways for students to collaborate and for all students to share their ideas. We do have Inspiration on the computers, but again I feel that this tool could be utilized with the Digital Citizenship section or with other core teachers. I could see how your first graders might have a difficult time trying to connect their ideas. I think providing them with a template is a great idea. Thanks for your post.
ReplyDeleteJill,
ReplyDeleteI think you are right when using the virtual field trips in the classroom. This week, I explored the sites for virtual field trips and thought of many ideas for my classroom. Although, the school year is ending, I would like to allow my students to see powerful, authentic visuals for the content we have studied all year long. It is hard for me to get access to many sites at school but I look forward to sharing these sites with our school to see what could happen.
I really enjoyed reading about using the spreadsheet and word processing programs in the classroom. I think this idea could lead up to lots of computer lab time and get the students' minds off of skill drilling. The students expect to drill on skills in the computer lab, when there are ways learning could be made into fun experiences.