Technology and the Constructionist

Often when we think of building, we picture hammers, nails, or building blocks. The constructionist theory is based on creating personal artifacts or learning while building (Laureate, 2008). However, an artifact can come through creating a spreadsheet, word document, power point, or other technical avenue. When students build or create a document, they are applying information learned and demonstrating knowledge, all while being immersed in the process (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

The common thread between the constructionist theory and generating hypothesis and problem / project based learning, is that the learner is engaged in the process and is leading the discovery. The learner is forced to either assimilate or accommodate new information to maintain equilibration (Laureate, 2008). The information needs to be relevant to the content and the output based on student choice. The role of the teacher in problem based learning is that of a guide, allowing the student to be increasingly involved (Orey, 2001).

When students link or network new information to their schema, they are helping to create long-term memories. This will allow students to apply the information to higher level thinking and create a first hand artifact using technology.

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.

Ellis Island Virtual Field Trip

I recently created a concpet map to go along with a virtual field trip of Ellis Island by Scholastic.

Ellis Island Virtual field trip: http://teacher.scholastic.com/activities/immigration/tour/

Concept Map: http://mywebspiration.com/view/266146a21f9b

Enjoy if you would like!

Courtney

Technology Tools to Support the Cognitive Theory

Students learn best when engaged in a lesson using as many modalities as possible. Dr. Michael Orey states that using images dual codes information in the brain as it links pictures with their labels(Laureate, 2008). This provides the brain two different avenues to link into. In Using Technology with Classroom Instruction that Works, combination notes highlight dual coding by recording notes in 2 modes (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Combination notes link written thoughts with visuals and then summarize the overall message. Inspiration / Kidspiration is another program that aids in student's organization of their thoughts. It helps student’s link ideas together, therefore creating networks in their mind, moving information from short term memory to long term declarative memory (Laureate, 2008). As teachers it is our goal for students to be able to retain and apply information learned. Using technology to support brain based research; we can create networks and increase the percent of information moving into long term memory.

References:

Orey, Michael. (2008). Laureate, Inc. Cognitive Learning Theories, Baltimore.

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

Technologies Role in the Behaviorist Learning Theory

Learning theories encourage active learners fully engaged in the learning process (Laureate, 2009). Using technology is a way to engage the learner and help link new information to prior knowledge. For example, when learning to plot on an x and y axis in math, the program Battlegraph can help link new information to old memories (Pitler, Hibbell, Kuhn, & Malenoski, 2007). Most students are at least familiar with board games, and maybe even Battleship itself. Also, many of today’s students are interested in and engaged by video games. Incorporating a familiar game in video style, helps engage the learner and link new material to prior knowledge. Using content related games can also be a way to reward, reinforce, those who complete their homework, or who stay focused and complete class work on efficiently. This use of Battlegraph is one example of using technology to support the behaviorist learning theory.

Another way that the instructional strategies in the text, Using Technology with Classroom Instruction that Works (Pitler, et al, 2007) align with the behaviorist theory of learning is that learning and brain activity is tied to emotion (Laureate, 2009). When students are engaged and having fun, their brains will retain the information more efficiently. Many of the internet sites recommended involve games or activities the students can play. For example, when visiting the Starfall.com site, I read a story about a dragon and then completed a puzzle where I had to arrange words to form a sentence (Pitler et al, 2007, pg. 196). When I arranged the words correctly the computer read the sentence aloud to me and then I was able to watch the dragon act out the sentence. When I purposefully misplaced a word, I was unable to continue until I moved the word to the correct location. This is an example of the reinforcement conditioning with the behavioral learning theory. When I demonstrated the appropriate or desired behavior the computer reacted by reading to me and displaying animation. Without the correct response, I did not receive the reward.

When implementing the behaviorist learning theory, your reward target behaviors and punish to decrease alternative behaviors. Using technology is automatically seen as a reward by most students. When the computer or program provides the added reinforcement of moving on the next level, or watching an animated cartoon upon completion, the reinforcement is that much stronger. Teachers need to be cognoscente of how often these programs are being used. As with any reward, it can lose it’s effectiveness when it loses it’s appeal.

References:

Laureate Education Inc., (2009). Behaviorist Learning Theory. Bridging learning, theory, instruction, and technology. Baltimore.

Laureate Education Inc., (2009). Brain Research and Learning. Bridging learning, theory, instruction, and technology. Baltimore.

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

Welcome!

Hi Group 1! I am excited to be learning from you during this class. I hope you are all off to a great start to your year. I am currently watching the end of the Giants game hoping that they don't blow it in the last 2 minutes. Let's go Defense!