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.