Utilizing Constuctivist and Constructionist Learning Theories while Incorporating Technology

This week in EDUC 6711, I took a look at the constructivist/constructionist learning theories and technology based learning experiences that correlate with them. Constructivist/constructionist learning theories support the idea that people learn best when they are able to create artifacts or share something with others (Laureate Education, Inc., 2010). With this thought in mind, I read Chapter 9: Generating and Testing Hypotheses in Using Technology with Classroom Instruction that Works (Pitler, Hubbell & Kuhn, 2012). This chapter highlighted many methods of utilizing technology to incorporate project-based learning experiences that allow the learner to create and share. The chapter first discussed software such as Kidspiration and Inspiration that allow students to create graphic organizers. As students create these graphic organizers, they gain a deeper understanding of the information being covered. The chapter then moved on to highlight data collection and analysis tools. One example addressed was using Microsoft Excel to allow students to make interactive spreadsheets. These types of spreadsheets can be used for many projects and allow students to utilize formulas and create graphs to enhance their learning. Finally, the chapter covered the use of instructional interactives such as simulations and games. During these simulations and games, student have the opportunity to make choices that impact the outcome. In doing so, they create their own learning experience.

I also watched a webcast entitled Constructionist and Constructivist Learning Theories that presented information related to the theories’ beliefs and provided more examples of technology based learning that allows the learner to create things. The first example discussed was the use of PowerPoint to have students create and share a presentation of information being learning in class. A second example was utilizing Microsoft Publisher to allow students to make books.

When students are allowed to make something, they become much more engaged in the learning (Laureate Education, Inc., 2010). The examples listed above of technology based activities that can be utilized for project-based learning are only a small fraction of the wide array of possibilities available to teachers. I am excited about the prospect of incorporating more project-based learning into my classroom to provide my students with opportunities to deepen their learning through the means of creating artifacts and sharing information.   

Resources

Laureate Education, Inc. (Producer). (2010). Constructionist and constructivist learning theories [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819318_1%26url%3D

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

The Cognitivist Learning Theory

This week, I reviewed the cognitivist learning theory. Cognitivists view “learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy & McDonald, 2008, p. 16). The goal is to find methods of teaching that help that information to be stored in long-term memory rather than short-term memory. Teaching that targets multiple senses and learning styles, elaborates on concepts, and allows for dual processing is successful in meeting this goal. There are numerous strategies that fall under these categories. While studying the cognitivist theory, I came across many technology based cognitivist activities chapters 4 and 7 in the book Using Technology with Classroom Instruction that Works by Pitler, Hubbell and Kuhn (2012) that would be very beneficial for improving students’ ability to process, store, and recall information.

One basic method of utilizing technology to improve information storage and recall as described in chapter 4 is to use programs such as Microsoft Word, Excel, Inspiration, RapidFire, PowerPoint, or Wordle to create visual aides and graphic organizers. These programs are very versatile and offer a variety of methods for improving student learning. They all allow for elaboration and dual processing of information. The basic premise of the dual processing hypothesis is that people can remember images easier than text or oral word (Laureate Education, Inc., 2010). All of these programs allow for pictures and graphic organizers to be used to help students store information into long-term memory. Another great method of utilizing technology to enhance learning is to use media to introduce topics. This again ties into the idea that images, which includes videos, along with oral language and text will elaborate concepts and allow for deeper learning. Chapter 7 demonstrates how instructional interactives can also be incorporated with much success. There are numerous apps and programs that provide students with an interactive experience to learn concepts. For example, while studying astronomy, teachers could use the Star Char app to get an “accurate picture of the planets, stars, nebulas, and constellations” (Pitler, Hubbell & Kuhn, 2012, p. 103). A final technology based cognitivist tool that I came across in chapter 7 is the use of wikis and blogs. There are many possibilities for elaboration and the use of visual aides with both of these tools.

It is amazing how many technology based programs and activities are available for teachers to utilize in their classrooms that can have a huge impact on students’ abilities to process, store and recall information. Knowing the numerous possibilities is exciting because we as teachers have such a great opportunity to deepen our students’ learning.

  Resources

Laureate Education, Inc. (Producer). (2010). Cognitive learning theory [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819318_1%26url%3D

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

The Behaviorist Learning Theory in Today's Classroom

I am currently taking EDUC 6711: Bridging Learning Theory, Instruction and Technology as a part of my Master’s degree. This week, we have taken a look at the behaviorist theory and instructional strategies that relate to its beliefs. The basic premise of the behaviorist theory is that reinforcing desired behavior will increase the likelihood of it happening and that ignoring or punishing undesirable behavior will decrease its chances of happening (Smith, 1999). I would venture to say that all teachers use the behaviorist theory in their classroom to some degree. One of the most basic methods of classroom management is to reward wanted behavior and to punish unwanted behavior. Even though the behaviorist theory is not in the forefront in education today, many of its principles can be incorporated into the classroom through the use of various technology based instructional strategies with very positive results.

In Using Technology with Classroom Instruction that Works, numerous examples of beneficial technology based instructional strategies are provided that relate to the behaviorist theory. One example is the use of spreadsheets and surveys to help students realize the importance of the effort they put forth in the classroom. Many students see no correlation between their effort and the results they have in their classes but rather “attribute their success or failure to external factors” (Smith, 1999, p.58). Creating a spreadsheet or survey that allows students to self-reflect and really take a look at their behavior and effort allows them to make this correlation. Through this instructional strategy, the teacher can reinforce behavior that is aiding student success and help students to identify behaviors that may hinder their achievement. Another effective behaviorist theory based strategy is to provide recognition by posting exemplary work online. Doing so provides students the opportunity to be recognized by a greater audience in comparison to the standard procedure of putting schoolwork on the fridge at home (Smith, 1999). This recognition will hopefully result in greater motivation to strive for excellence. A third strategy discussed is to use interactive instructional software programs that can be utilized to provide students with extra practice on important concepts and learning objectives. As discussed by Dr. Orey in the webcast Behaviorist Learning Theory, these programs are often based upon the behaviorist learning theory and provide numerous skill check-ins and positive reinforcement when students are successful (Laureate Education Inc., 2010). This type of interactive software program can be found for almost any subject and are a great resource for teachers.  

There are also many other programs and strategies that are available for teachers that correlate to the behaviorist learning theory. I have been teaching for five years. One of those years was at the elementary level. During that time, I was introduced to a positive behavior reinforcement program that can be used on i-phones and i-Pads called ClassDojo. With this app, teachers can provide feedback during class regarding student behavior. Each student has an avatar that can be seen on a computer, i-Pad, or projector. When a student is behaving appropriately, is on task, or is creative, he/she receives points that are shown next to his/her avatar. Students will lose points for off task behavior. A report can be pulled up for each student to see the percentage of positive behavior versus off task behavior. Parents can also access this data. It is a simple classroom management strategy that was highly effective at the elementary level. I do not believe it would be as successful at the high school level though.

All in all, it is easy to see that the behaviorist learning theory still has a place in the classroom today. There are numerous strategies that incorporate the behaviorist principles that can help improve and maintain student achievement in the classroom. Finding ways to include these strategies can be beneficial for all teachers.  

 

Resources

Laureate Education, Inc. (Producer). (2010). Behaviorist learning theory [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819318_1%26url%3D

 

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://infed.org/mobi/the-behaviourist-orientation-to-learning/

Back in Action

After my four month hiatus from both blogging and my Master's degree, I am finally back in action. My husband and I welcomed our first child into our lives in October, and I have been on maternity leave spending time with him and loving every minute of it. I am both excited and nervous to start back up with my Master's degree. Life has definitely changed dramatically with our new little guy. I know I am going to be busy, but I think as teachers we often excel when the pressure is on.