Constructivism in Practice

         While reading about constructivist classrooms in this week’s resources, I began to reflect on the different strategies that were presented.  In order to use technology in a manner that is helpful and provides students with applicable skills many different activities can be done.

          By having students work on generating and testing a hypothesis three things occur.  First, they are “engaging in complex mental processes” (Pitler, Hubbell, Kuhn & Malenoski, 2007, pp. 202).  Secondly, they can “apply content knowledge” (Pitler, et al., 2007, pp. 202).  Lastly, students can “enhance their overall understanding” (Pitler, et al. 2007, pp. 202).  By using the help of technology teachers can achieve the six tasks which are “system analysis, problem solving, historical investigation, invention, experiential inquiry, and decision making” (Pitler, et al., 2007, pp. 203).  The technologies that are out there to support these tasks are spreadsheet software, data collection tools, and various web resources.  By using these programs the goals for the teacher can be achieved in a measureable way.  Using MS Excel for example, can help gather data to help support a hypothesis.  Most importantly, web resources can foster “interactive applets and simulations allow students to use background knowledge, make decisions and see the outcomes in a virtual setting” (Pittler, et al., 2007,  pp. 212).

          Whether you believe that students create their own meaning (constructivist) or that learning takes place when something is produces (constructionist) or a combination of both theories, using technology can help assimilate, accommodate, equilibrate, and increase scheme (understanding) on a topic.  These are all mechanisms for learning or how children acquire and remember new information.  The learner must be able to strike the balance between reality and their own understanding and if they are vastly different then the student must assimilate their own reality to the outside world or make accommodations to their schema to align with the reality.  Technology can seek to change the interpretation of the information for the student.  For example, by using a slideshow presentation, a student can seek to demonstrate how to conserve natural resources after they have researched how these resources are not replaceable and if we do not conserve now, future generations will suffer.  This might change how they view the world in their own reality, but they are constructing something to show that they understand the concept of conservation and how nature functions in a broader sense.

          To summarize, by using technology students can apply their knowledge to make learning more meaningful.  The flexibility that technology affords makes it easier for students to adapt their thinking to the worlds views. 

 

Resources:

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

Cognitivism in Practice

         This week’s resources focused on cognitive learning.  Several strategies were introduced to help teachers make the connection between cognitive learning theories and practical uses in the lesson.  By using cues, questioning, advanced organizers, note taking, and summarizing strategies a teacher can focus on providing experiential learning for the students.

          In order to allow students to “set goals, think, plan, experiment, reflect, observe and review” (Orey, 2007, pp. 1) in an experiential learning model, using some cognitive strategies can be helpful.  These strategies “enhance students abilities to retrieve, use and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2008, pp. 73 ).  Using cues, questions and advanced organizers helps the teacher to organize information along with the students.  In addition, summarizing and note taking “focuses on enhancing students ability to synthesize information and turn it into a new form” (Pitler, et al., 2008, pp. 74).  For example, taking notes on a historical battle might be hard for the students to extract just the important information, but by using an advanced organizer gives the students the skill to depict the information in a chart form.  It can also include the cause or causes of the war, the resolution, and the events that took place afterwards.  These methods offer a way to reflect on the new information and apply it in a different way.

          To relate these strategies and use them in the computer lab, the integration of technology makes it easier.  By using spreadsheets, web resources, and multi media applications, the teacher and students are better able to visualize and organize the information.  Another nice characteristic of spreadsheets and advanced organizers are that they are easy to change, manipulate and add on to.  Whether the students collaborate in class or online in a wiki, the end result will “summarize, questions, clarify and predict” (Pitler, et al., 2008, pp. 77).  “When students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning” (Jonassen, 1994, pp. 4)

          As a result, by correlating instructional strategies as outline above to cognitive tools they can “motivate and engage learners through realistic contextual learning” (Orey, 2007, pp. 7).  Even though with regards to technology integration “cognitive tools can require troubleshooting and encompass other tech issues” (Orey, 2007, pp. 9) but should not prevent teachers from using them.

 

Resources:

Jonassen, D.H. Technology as Cognitive Tools [IT Forum Paper].  Message posted to http://itech1.coe.uga.edu/itforum/paper1/paper1/html

 

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.

Behaviorism in Practice

         What would we do without technology?  By using technology to enhance a lesson, teachers can develop exciting and innovative lessons that seek to manage behaviors in the classroom as well as shape a mind into a learning mind.

            The definition of a reinforcing effort is it “enhances students understanding of the relationship between effort and achievement by addressing the attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  In order to use the reinforcing efforts in the classroom the Mid-Continent Research for Education and Learning (McREL) recommends that teachers “explicitly teach students about the importance of effort and have students keep track of their effort and achievement” (Pitler, et al., 2007).  The way that I incorporate this into my room is by having students chart their progress in Ultra Key (a touch typing program) on a spreadsheet to show them their progress over the weeks.  This is similar to the rubric example that they gave in the textbook.  Another strategy to help incorporate technology is by assigning homework and practice.  Homework “provides review and application of what they learned” (Pitler, et al., 2007) in the classroom.  It also “deepens their understanding of the content and gains proficiency with skills” (Pitler, et al., 2007).  The recommendations that McREL suggested; “establish a homework policy, homework must articulate purpose, and vary feedback approaches” (Pitler, et al., 2007) all make practical sense and are easy to implement.  In my classroom, I do not give homework but I do focus on practice.  I found it fascinating that it takes “24 practice sessions to achieve 80% competency” (Marzano, Pickering & Pollock, 2001).  It just goes to show you that there really cannot be too much practice, however the quality of the practice must be “focused on specific elements of a complex skill or process” (Pitler, et al., 2007).

            There are various technologies that can help provide enrichment that are already in place.  By using internet sites, multi-media and programs such as Word and Excel students are not only exposed to current technology but also can build on their 21st century skills.  These programs also can be used for reinforcing the correct ways to use the computer and also provide rich learning experiences.  The activities should be measuring the “observable behavior rather than the internal thought processes” (Smith, 1999) when constructing activities.

            To summarize, using homework, reinforcing efforts, and practice in the classroom as instructional strategies allows teachers to focus in on positive strategies.  These methods also incorporate the current research like “brain research that can facilitate a shift in focus from teaching to learning” (Laureate Education, Inc., 2011). 

 

Resources:

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

 

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001).  Classroom instruction that works: Research-based strategies for increasing student achievement.  Alexandria, VA: Association for Supervision and Curriculum Development.

 

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