Dr. Orey (2008) explains that even though in many circles constructivism and constructionism get thought of as one of the same, they are in fact two different concepts. Constructivism is the theory that individuals construct meaning based on their experiences. Constructionism is more of a learning theory, or process for which learning can happen effectively. Constructionism is the idea that an individual will learn from experience and it is the experience of creating an artifact that provides them with the opportunities to gain new knowledge. An individuals schema is challenged by new experiences. That schema may undergo changes in order to accommodate for new understandings that were previously unknown about a specific area of knowledge.
In reflecting on this week's resources I see a great need for instructionism in schools. I would even suggest that such learning would be beneficial to all ages and grades. All students have capabilities unique to their ages and a teacher can make the most of learning opportunities by providing their students with chances to engage in an actual project. The student can take the prior knowledge and apply it to such a project. Students can apply the understandings they have about what they already know and compare it to the new concepts they are self discovering (Pitler, 2007). Along the way, it is very likely that the child will develop new understandings as a result of situations they ran into during the project. They are essentially taking ownership of their own learning (Fiore, 2010).
My brother is also a teacher in a neighboring school district. He teaches eighth grade science. Recently, he has been sharing with me how two of his instructional hours will be devoted to classes that will be involved in project based learning. The project he selected for his students was CO2 car design and construction. His students will be involved in planning, designing, constructing, racing, and collecting data on the results. They are using the skills they have been equipped with to engage in a cumulative project. I know if I was in one of those classes I would be ecstatic about the entire project, so I can only imagine how is actual students are feeling about it. I am now trying to think ways that I can provide my second graders with project based learning opportunities. We do go through a pioneer unit in our first marking period. Though the pioneers did not have much technology, I feel this is a period in time that would be good for historical reports. I am hoping to give my students an opportunity to become experts on a specific area of pioneer life. The students could work in partnership on the project and produce a slide that promotes them as an expert on their pioneer topic. The slides could be put together and we would then have a unique slide show that covers many of the important concepts we had learned. In Dr. Orey's (2008) video it was stated that our students' future is technology and they have to know how to use it. Their success depends on an ability to use technology effectively. As teachers, we need to be sure that we are providing them opportunity to engage in the technology that is becoming an ever present part of their lives.
References:
Fiore, Corrine. (2009). What does Constructivism Mean? eHow. Retrieved September 29, 2010 from http://www.ehow.co.uk/facts_5498967_constructivism-mean.html
Laureate Education, Inc. (Producer). (2008). Constructivist and Constructionist Learning Theories. [Motion picture]. Bridging learning theory, instruction, and technology.
[DVD]Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 29, 2010
Wednesday, September 22, 2010
Cognitive Learning and Technology
The cognitive learning theory focuses on how information is processed in the brain. When new information is presented, that information is received into sensory registers, which leads way to short term memory, and later, through practice and rehearsal, that information is stored in long term memory. In contrast to the behaviorist theory, the cognitive learning theory relies less on feedback and becomes more dependent on the effectiveness with which information is presented to an individual.
It is proven that humans are better learners if they are able to engage themselves in the learning process. We are less effective in learning when we are expected to sit and listen. I am not sure how much I could share with you about what I learned from some of my four hour lectures in over crowded lecture halls. However, I remember a lot of information that was covered in my Non Traditional Sports course that was a requirement of my Physical Education minor. What accounts for the difference in learning and recall of information? It has to be the fact that the information from those courses were presented in different ways. The information from my non traditional sports course was processed and learned through more effective methods. Rather than being lectured, I was an active participant in the learning process. In my non-traditional sports class I was instructed rules of uncommon games, shown how to play them, and then given the opportunity to learn the games through being an active participant. Palvio's theory on learning is that learning is a dual coding process (Orey, 2008). We are more effective in learning when we can use two or more senses in the learning process.
Cognitive learning can be thought of as a network. So many thoughts and ideas become interconnected. The more connections that can be generated between ideas increases the likelihood that new information will be remembered. When we remember information we do not just remember it as text. We are apt to think of new information in terms of images as well. Since our brain processes information in such a way, it makes sense for educators to be making use of tools that allow for learning and thinking to happen in similar ways. There are many technology based learning tools that lend themselves to cognitive learning, such as PowerPoint, pod casts, and concept maps.
Concept mapping tools lend themselves to a similar construction for how the brain is thought to process thought. Like the brain, concept maps look to make as many connections to new information as possible. The more connections that can be made, the more likely the information will be stored in short term memory. Concept maps are effective, in that they are able to apply text and imaging to new concepts that are being learned. This elaboration then allows the brain to reflect on presented text and meaningful imagery (Orey, 2008). Such parts of the concept map can remind an individual of learned information.
Resources:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
It is proven that humans are better learners if they are able to engage themselves in the learning process. We are less effective in learning when we are expected to sit and listen. I am not sure how much I could share with you about what I learned from some of my four hour lectures in over crowded lecture halls. However, I remember a lot of information that was covered in my Non Traditional Sports course that was a requirement of my Physical Education minor. What accounts for the difference in learning and recall of information? It has to be the fact that the information from those courses were presented in different ways. The information from my non traditional sports course was processed and learned through more effective methods. Rather than being lectured, I was an active participant in the learning process. In my non-traditional sports class I was instructed rules of uncommon games, shown how to play them, and then given the opportunity to learn the games through being an active participant. Palvio's theory on learning is that learning is a dual coding process (Orey, 2008). We are more effective in learning when we can use two or more senses in the learning process.
Cognitive learning can be thought of as a network. So many thoughts and ideas become interconnected. The more connections that can be generated between ideas increases the likelihood that new information will be remembered. When we remember information we do not just remember it as text. We are apt to think of new information in terms of images as well. Since our brain processes information in such a way, it makes sense for educators to be making use of tools that allow for learning and thinking to happen in similar ways. There are many technology based learning tools that lend themselves to cognitive learning, such as PowerPoint, pod casts, and concept maps.
Concept mapping tools lend themselves to a similar construction for how the brain is thought to process thought. Like the brain, concept maps look to make as many connections to new information as possible. The more connections that can be made, the more likely the information will be stored in short term memory. Concept maps are effective, in that they are able to apply text and imaging to new concepts that are being learned. This elaboration then allows the brain to reflect on presented text and meaningful imagery (Orey, 2008). Such parts of the concept map can remind an individual of learned information.
Resources:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
Thursday, September 16, 2010
Behaviorist Theories' Role in Tech Integration
Today's schools are still practicing the ways of the behaviorist theories. In my classroom students are almost continuously receiving feedback of one form or another. The feedback I am giving my students changes or reinforces their thoughts, actions, and understandings. It is easy to recognize that I utilize operant conditioning in my classroom management, but after assessing the uses of technology with my second graders I realize that behaviorist methods are evident in many areas of my instruction.
A basic understanding of the behaviorist theory is that through conditioning a specific goal is reached. This concept is evident in so many learning activities that take place in my program. I may be going out on a limb, but I would venture to say that the whole concept of earning / assigning grades can be looked at as a product of the behaviorist theory. After all, the grade a student receives is a form of feedback that can serve as a means of motivation to improve, or maintain a level of performance.
In my class technology use takes on many forms. For most students the technology we use serves as a bridge between the mundane work of learning and an enjoyable experience. For some students, being in school can be a drag. At times there were classes and teachers that even I did not care to be around. Technology has become a familiar avenue for some challenging students that helps them cope with being a part of a learning environment that they once could care less about. Much of the technology being used has reinforcement built into it.
Recently I have been doing phonics practices with my students. More specifically, we have been working on our short vowel sounds. In years past I have simply written words on my white board and had my students sound out the words with me. I now am attempting to make great use of an interactive whiteboard that was installed in my room. Instead of me showing words on a whiteboard and expecting that to drive home the teaching points, I now have my students come up to the board and build words by snapping the electronic phonics cards in place. The satisfaction and sense of accomplishment my students feel when they were a part of the learning / teaching can not be reproduced by my previously used methods of teaching. The technology incorporates the students in an active learning format and provides them positive experiences and feelings of success.
Is the behaviorist theory on its way out? I would have to say no. In my mind, the behaviorist theory has only taken on a new look and adapted with the changing times. Technology has played a large role in these changes, and the behaviorist theory has conformed to these changes, resulting in positive results.
Today's schools are still practicing the ways of the behaviorist theories. In my classroom students are almost continuously receiving feedback of one form or another. The feedback I am giving my students changes or reinforces their thoughts, actions, and understandings. It is easy to recognize that I utilize operant conditioning in my classroom management, but after assessing the uses of technology with my second graders I realize that behaviorist methods are evident in many areas of my instruction.
A basic understanding of the behaviorist theory is that through conditioning a specific goal is reached. This concept is evident in so many learning activities that take place in my program. I may be going out on a limb, but I would venture to say that the whole concept of earning / assigning grades can be looked at as a product of the behaviorist theory. After all, the grade a student receives is a form of feedback that can serve as a means of motivation to improve, or maintain a level of performance.
In my class technology use takes on many forms. For most students the technology we use serves as a bridge between the mundane work of learning and an enjoyable experience. For some students, being in school can be a drag. At times there were classes and teachers that even I did not care to be around. Technology has become a familiar avenue for some challenging students that helps them cope with being a part of a learning environment that they once could care less about. Much of the technology being used has reinforcement built into it.
Recently I have been doing phonics practices with my students. More specifically, we have been working on our short vowel sounds. In years past I have simply written words on my white board and had my students sound out the words with me. I now am attempting to make great use of an interactive whiteboard that was installed in my room. Instead of me showing words on a whiteboard and expecting that to drive home the teaching points, I now have my students come up to the board and build words by snapping the electronic phonics cards in place. The satisfaction and sense of accomplishment my students feel when they were a part of the learning / teaching can not be reproduced by my previously used methods of teaching. The technology incorporates the students in an active learning format and provides them positive experiences and feelings of success.
Is the behaviorist theory on its way out? I would have to say no. In my mind, the behaviorist theory has only taken on a new look and adapted with the changing times. Technology has played a large role in these changes, and the behaviorist theory has conformed to these changes, resulting in positive results.
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