Thursday, July 29, 2010
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Combined social learning and constructionism create a learning environment where students can work collaboratively both inside and outside of the classroom to construct knowledge and artifacts. This form of cooperative learning plays an integral part in allowing our “to be prepared for the fast-paced, virtual workplace that they will inherit”(Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 13, 2010
Constructivism in Practice
Using Technology with Classroom Instruction that Works discusses several instructional strategies and technological tools including spreadsheet software, data collection tools, and web resources that allow students to generate and test hypotheses. “When teachers vary the processes in their classroom, they are following the classroom recommendation that their students be engaged in different types of hypothesis generation” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.204).
Can this technology correlate to the constructionist/constructivist classroom? Most definitely. In the perspective of a constructivist, “knowledge is a constructed element resulting from the learning process” (Lever-Duffy & McDonald, 2008, p.16). Whereas in the constructionist theory of learning “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2009). Technology quickly provides and collects data accurately leaving more time for students to analyze, synthesize, and interpret data.
Spreadsheet software provide the opportunity to manipulate data, test theories, observe patterns in the data, and make and compare predictions without spending extensive time entering the data and doing calculations. Data collection tools such as probes, digital microscopes, and even the Internet provide opportunities for students to gather data quickly and accurately that will confirm or deny the hypothesis in question. Interactive applets and simulations are examples of web resources that engage the students by providing virtual learning environments stimulating motivation to learn. Technology in the classroom offers many tools to allow students to interpret information in less time so they can focus more energy on the finished product.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Can this technology correlate to the constructionist/constructivist classroom? Most definitely. In the perspective of a constructivist, “knowledge is a constructed element resulting from the learning process” (Lever-Duffy & McDonald, 2008, p.16). Whereas in the constructionist theory of learning “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2009). Technology quickly provides and collects data accurately leaving more time for students to analyze, synthesize, and interpret data.
Spreadsheet software provide the opportunity to manipulate data, test theories, observe patterns in the data, and make and compare predictions without spending extensive time entering the data and doing calculations. Data collection tools such as probes, digital microscopes, and even the Internet provide opportunities for students to gather data quickly and accurately that will confirm or deny the hypothesis in question. Interactive applets and simulations are examples of web resources that engage the students by providing virtual learning environments stimulating motivation to learn. Technology in the classroom offers many tools to allow students to interpret information in less time so they can focus more energy on the finished product.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
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 is one that focuses on “external, measurable behaviors” . Lever-Duffy & McDonald, 2008, p.16). The components of this theory include limited short-term/working memory, elaboration, dual coding, and a network model of memory. The first phase is sensory which include audio and visuals; the second phase is how information is processed in our short-term memory but way of chunking; and the third phase involves how our type of long-term memory whether it be declarative, procedural, or episodic, stores information.(Laureate Education, Inc., 2009). The application assignment for this week provided me with an opportunity to explore cognitive tools to enhance student learning. Virtual field trips add a visual component to note taking by activating students with videos, games, and activities that can give them a clear understanding of their research topic.
Using Technology with Classroom Instruction that Works discusses two instructional strategies associated with the cognitive learning theory. A teacher might provide cues and questions “to aid the learning process, look for opportunities to activate students’ background knowledge, thereby providing a direction for exploration” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.79). Using advanced organizers help students make connections to stored information so it is more easily retrieved. Advanced organizers and concept mapping replicate the network model of memory, students are able to make connections in an organized manner (Laureate Education Inc, 2009).
Summarizing and note taking strategies enhance student learning by helping students filter nonessential information from the key points. Along with using concept maps students may also utilize blogs, wikis, web resources, word processing software, and multimedia are some ways that technology can be useful to summarize information.
Resources:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Using Technology with Classroom Instruction that Works discusses two instructional strategies associated with the cognitive learning theory. A teacher might provide cues and questions “to aid the learning process, look for opportunities to activate students’ background knowledge, thereby providing a direction for exploration” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.79). Using advanced organizers help students make connections to stored information so it is more easily retrieved. Advanced organizers and concept mapping replicate the network model of memory, students are able to make connections in an organized manner (Laureate Education Inc, 2009).
Summarizing and note taking strategies enhance student learning by helping students filter nonessential information from the key points. Along with using concept maps students may also utilize blogs, wikis, web resources, word processing software, and multimedia are some ways that technology can be useful to summarize information.
Resources:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 6, 2010
Behaviorism in Practice
Using Technology with Classroom Instruction that Works explores the concepts of reinforcing effort and homework and practice. These two instructional strategies combined with technology correlate with the behaviorist learning theory. “Among the method derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.” (Orey, 2001). Operant conditioning is one of the key aspects of the behaviorist theory where students receive immediate feedback regarding their behavior – positive behaviors are reinforced and negative behaviors are punished (Laureate Education, Inc., 2008). Both of the instructional strategies of reinforcing effort as well as homework and practice integrate these behaviorist ideals.
The success of a student is directly linked with their level of effort. “A powerful way to convince students that effort is truly tied to achievement is to show them data” (Pitler et al, 2007, p.161). Teachers may use spreadsheet software such as Microsoft Excel to create rubrics that gives students the opportunity to assess themselves on their effort and clearly view the correlation between their effort and personal achievement. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al, 2007, p.156).
Immediate feedback is also valuable to the efficiency of homework and practice. Students thrive by knowing instantly when a mistake is made to ensure incorrect information and procedures are not mistakenly judged by the student to be accurate. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technology that can be implemented into homework and practice routines to enhance student learning. Using tutorials as programmed instruction to strengthen skills is one example of how technology can be appropriately placed in the classroom. However one should be careful not to use these technologies to simply remediate students. “Technology is most effective when remediation activities are minimally incorporated” (Laureate Education, Inc., 2008).
References:
Laureate Education, Inc. (Producer). (2008). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: 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.
The success of a student is directly linked with their level of effort. “A powerful way to convince students that effort is truly tied to achievement is to show them data” (Pitler et al, 2007, p.161). Teachers may use spreadsheet software such as Microsoft Excel to create rubrics that gives students the opportunity to assess themselves on their effort and clearly view the correlation between their effort and personal achievement. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al, 2007, p.156).
Immediate feedback is also valuable to the efficiency of homework and practice. Students thrive by knowing instantly when a mistake is made to ensure incorrect information and procedures are not mistakenly judged by the student to be accurate. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technology that can be implemented into homework and practice routines to enhance student learning. Using tutorials as programmed instruction to strengthen skills is one example of how technology can be appropriately placed in the classroom. However one should be careful not to use these technologies to simply remediate students. “Technology is most effective when remediation activities are minimally incorporated” (Laureate Education, Inc., 2008).
References:
Laureate Education, Inc. (Producer). (2008). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: 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.
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