Technology Supports ConstrucTIONism Learning Theory

This week I looked at how constructionism supports authentic, student centered learning experiences (Laureate Education, Inc., 2011). The constructionist learning theory promotes problem based learning. Chapter 9 of Using Technology With Classroom Instruction That Works explains how this learning theory can be implemented through the use of organizing and brainstorming software, data collection and analysis tools, and instructional inter actives (Pitler, Hubbel, Kuhn, 2012).

An example of the construtionist approach in the classroom is known as PBL, or problem based learning (Orey, 2001). Using brainstorming software such as Kidspiration and Inspiration to genterate graphic organizers can help students create an artifact to share possible solutions (Pitler, Hubbell, & Kuhn, 2012). According to Dr. Michael Orey, a construtionist model is one in which “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2011). Without technology as a tool to create and model their thinking students would be less engaged and become less likely to use mechanisms for learning such as assimilation, accommodation, and equilibration (Laureate Education Inc., 2011). Additionally, use of braisnstorming software can provide a way to develop and test hypotheses as suggested by Pitler, Hubbel and Khun (2012). Brainstorming software can also help students organize possible solutions to a given problem. One attribute of problem based learning and learning by design methods is the open ended problem based format (Orey, 2001). Allowing students to construct multiple solutions to a problem could be represented in a colorful flowchart or bubble map.

Next, there’s Excel spreadsheets which free up students from copying numbers to being able to acutally manipulate the numbers in the spreadsheet to test serveral different hypothesis (Pitler, Hubbel, and Kuhn, 2012). This goes along with the student-centered and open-ended aspect of constructionism, in which students are investigating and manipulating numbers to solve a problem. Students can then determine which soluction will best solve their problem. Without use of a spreadsheet students would spend far too much time crunching numbers and little time testing their hypothesis (Pitler, Hubbel, and Kuhn, 2012).

A third technology tool which supports the implementation of the constructionist learning theory is instructional interactives. According to Pitler, Hubbell, and Kuhn (2012), “simlations allow students to apply their background knowledge to make predictions” and then test possible solutions. This reminded me of Dr. Orey’s comments about the mechanisms for learning, which include assimilation and schema (Laureate Education, Inc., 2011). Assimilation is when people have a new experience which connects with the students background knowledge, or schema. Instructional interactives provide students with a new experience which will help them make valuable connections. Interactives such as Google Earth or Star Chart allow students to have experiences which they would not be possible without technology in the classroom (Pitler, Hubbel, and Kuhn, 2001). Students can use these assimilations to generate and test hypothesis.
Overall,  I think all would agree that technology integration allows many ways our students can engage in learning through creating, constructing, and generating. Technology allows students to use their tools to “solve the disequilibrium” that new schema or learning brings.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitivism in Practice with Instructual Technology

     

Cognitive learning theory deals with how we think, understand, store, and retrieve information (Laureate Education Inc., 2011). As teachers we want to help students hold what they learn in their long term memory. To do this we can use many different technologies which support meaningful learning. As part of the requirements for my Walden University coursework I read chapter 4 and 6 of Using Technology with Classroom Instruction that Works (Pitler, 2012).

After reading Chapter 4: Cues, Questions, and Advance Organizers, I have found several tools which can be used prior to teaching new content which will help students anchor their learning (Pitler,2012). Most teachers call this the “Hook” or the “APK” portion of the lesson. The first of these is use of word processing applications such as Word or Pages to create tables or columns where students can track their learning. Creating the table supports cognitive theory because it helps the learner begin to make connections with new content (Laureate Education Inc., 2011). After the lesson the students could use the organizer as a rehersal of information to increase the chances they will be able to store their learing into long-term memory.

In addition to word processing software I found the section on Organizing and Brainstorming Software to have a strong correlation to cognitive learning theory. The use of explicit cues tell the learner what they are about to learn and again help them make important networking connections in their brains before learning new content (Pitler, 2012). Showing the students an organizer such as a KWHL before the lesson helps students know what they are about to learn before the lesson begins (Pitler, 2012).

There are several ways to help students organize and brainstorm using technology. One suggestion in Using Technology with Classroom Instruction that Works is to use tools like Inspiration, RapidFire, or www.webspirationaclassroom.com (Pitler, 2012). These tools allow either the teacher or students to create “nodes” or organizational boxes which help chunk information, increasing the likelihood that the learner will be able to store the new content (Laureate Education Inc., 2011).

Multimedia advanced organizers are another way to get the learners attention, help them formulate questions about what they will learn, and explicitly tell them what they are about to learn. One example from the course text involved a teacher using a video of the letter M to helps students organize that content (Pitler, 21012). The video helped each student understand what the lesson was going to be about, what they already knew about the letter, and finally it helped them begin to formulate some questions about the letter M. Some great multimedia resources mentioned in Using Technology with Classroom Instruction that Works are Discover Education Streaming, The Internet Archive, Google Video, and Watch Know. Some other multimedia sites not mentioned but also useful to use for questions, cues, and advanced organizers are Teachertube, Youtube, and Kahn Academy.

After students engage in the learning of new content it is important that they are abel to summarize and take notes on the information they have learned (Pitler, 2012). The cognitive learning theory supports the idea of rehersal of new information in order to store it into long term memory. To achieve rehersal and summarizing of new content educators can use word processing software such as Microsoft Word to help students “track changes” in their notetaking (Pitler, 2012). The track changes feature in Word gives students a way to organize the process of summarizing into a rule-based format, which can otherwise be confusing. In teaching the students the skill of rule-based summarizing you are helping them learn and understand the content, while also allowing them the opportunity to rehearse what was taught. The example used in Using Technology with Classroom Instruction that Works was if the text lists specific kinds of things, such as elm, oak, and so on the student can cross out the list and input the word trees (Pitler, 2012). The use of technology is important because you can copy/paste the text for the students and then have them manipulate it using the rule-based summarizing steps, and the track changes feature. Having students do this in their notebook would be entirely too time consuming because they would waste time transferring information rather than acutally summarizing.

Another outstanding way to help students manipulate content through summarizing and notetaking is available through the Macintosh version of Word and called the combination notes format. It allows students to incorporate drawings and use drawing to summarize. This supports our visual learners and also the cognitive learning theory. As stressed by Dr. Orey use of visuals can help keep information manageable for our students so they are able to store information. Using the combination notes feature starts with a picture that the students then describe. This helps them manage and organize the information in a meaningful way, and is a part of the duel coding theory. Duel coding pairs images with text, increasing the chances students will have a meaningful learning experience.

For iPad users there is an application called Paper Desk in which students can use the audio recording feature to capture key points (Pitler, 2012). This feature allows students to record audio and play it back again and again, until they are able to summarize the information into their own words.

Overall, I see the need to connect our technology tools to a learning theory in order to give our students a meaningful learning experience. Educators have so many tools which support the information processing model. If you have used any of the tools listed here or hava additional tools which support cognitive learning theory please share by leaving a comment.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works. (2nd ed.) Alexandria, VA:ASCD.

Behaviorist Learning Theories and Instructional Strategies Involving Technology

I think that the behaviorist theory has a powerful and meaningful place in the classroom if used for enrichment. There is a place for using technology for remediation but according to Michael Orey, technology used only for remediation is a “rudimentary” approach (Laureate Education, 2011).
The behaviorist theory involves four basic concepts including the importance of activity, repetition, reinforcement, and clarity of objectives (Smith, 1999). Technology can help educators incorporate all of these concepts. For example, teachers can use online tutorials to get the students out of their seat and interacting with the content, or use products such as E-Clicker to have reinforce basic content.
Some examples of technology which correlate with the the behaviorists theory a are use of teaching and learning aids such as flashcardexchange.com, which enables students to practice vocabulary in a repetitious way to help them remember it (Pitler, H., Hubbell, E. R., & Kuhn, M., 2012). Another example of technology that uses repetition to reinforce is an application called Rocket Math. I use this in my classroom. The students are able to practice their basic facts and are given additional practice for facts they miss the most. In addition to these suggested in the 2nd addition of Using Technology with Classroom Instruction That Works, there are other teaching and learning aids such as Speed Games, which is similar to Rocket Math. Also, Lexia Learning is a great software program which diagnoses a students area of weakness in phonics and gives them more practice in that area before getting an award. 
Overall, these learning aids correlate with the behaviorist learning theory in the way they are repetitious and then give an award for desirable behavior. Additionally, technology can help engage students in inferential thinking through use of communication and collaboration software. This is an example of reinforcement, a huge part of the behaviorist theory, in which I am increasing the likelihood that students will think about their learning and how it impacts others. According to Pitler, Hubbell, and Kuhn, the constant feedback capabilities of tools such as blogs, wikis, e-mail, videoconferencing, and social networks make them powerful learning tools (Pitler, H., Hubbell, E. R., & Kuhn, M., 2012). 
  

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). 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

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1