The Social Learning Theory

The social learning theory was the topic of study for this week. The belief behind this theory is that student learning is improved when “students actively engage in constructing artifacts and conversing with others” (Laureate Education, Inc., 2010). Collaboration and cooperative learning go hand in hand with these principles. During my studies this week, I read Chapter 3: Cooperative Learning in the book Using Technology with Classroom Instruction that Works (Pitler, Hubbell & Kuhn, 2012). While doing so, I encountered numerous cooperative learning activities that are technology based that tie in with the social learning theory.

The first activity addressed in the chapter was the use of student-generated multimedia. With this, students can work in small groups to create a video or website related to the content being studied. I have assigned video creation projects in my classes in the past. Students loved the assignments and really formed a great understanding of the information being covered. Another cooperative learning activity discussed was communication and collaboration software such as wikis, Skype and the JASON project. WebQuests, which fall under communication and collaboration software, were also addressed in the chapter. WebQuests are “inquiry-oriented activities” where students from either one class or another place work together to learn and solve problems (Pitler, Hubbell & Kuhn, 2012, p 83). There are numerous WebQuests available for teachers to incorporate into their classes. Simulation games such as The Sims and ePALS are also great methods of collaborative learning. Finally, chapter three mentioned shared bookmarking and course management that allow teachers to share web links, documents, and information with their students. All of the examples discussed above allow students to interact with one another to solve problems and learn concepts. Doing so results in a deeper understanding of what is being learned.

I would love to incorporate many of the programs introduced in this chapter into my classroom. I have never used WebQuests or simulation games. I think these activities would be excellent for my English language learners. I am excited to do a bit more research and decide on a couple of these to use in the near future.

Resources

Laureate Education, Inc. (Producer). (2010). Social 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.

Websites mentioned

www.skype.com

www.jasonproject.com

http://thesims.ea.com

www.epals.com

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.    

Course Reflection: Impact of Technology on Education, Work, and Society

Throughout the past seven weeks, I have been completing the course Impact of Technology on Education, Work, and Society for my master’s degree from Walden University. During this course, we have explored various types of technology, learned about the 21^st-century skills that our students need to develop in order to be successful in their futures, discussed how students today differ from students in the past, and reflected on how these topics impact our teaching. It has been a highly beneficial course because it has helped me to develop my technology skills, deepened my knowledge of the teaching process, and has helped to reinforce the idea that learner-centered teaching is highly effective.

The three main technological tools that we explored were blogs, wikis, and podcasts. Before taking this course, I had little to no experience with any of these tools. We started by making our own blogs. I had read other people’s blogs in the past, but I had never created my own. We then did an assignment where we created a wiki with other students from the class which was completely new for me. Finally, we interviewed students and created a podcast. I had never created a podcast before either. There was definitely some trial and error working with each of the technologies, but through that trial and error I was able to become more knowledgeable and confident working with them. As a result of this class, I can say that I am much more technologically savvy than I was before. I also know that I will utilize some, if not all, of these tools in my classroom in the future.

Looking at how students learn, what they need to learn, and how teachers can best teach students today were all big topics throughout this course as well. The students that we find in our classrooms today are much different than students found in classrooms in the past. This is largely due to the media that they have access to from young ages (Laureate Education, Inc., 2010c). It is also true that we teachers are preparing our students for a much different work world today than teachers of earlier generations were. Our students have to compete globally and against machines in today’s workplace (Laureate Education, Inc., 2010b). Teachers need to be mindful of these ideas and work to teach their students the proper 21^st- century skills that will best prepare students for their futures. This class really helped me to see that one of the best ways to do this is to change the teacher-centered mentality of the past to a learner-centered mentality. Many of the most successful teachers today are facilitators of learning and guides to their students rather than the ‘’source of all knowledge” (Laureate Education, Inc., 2010a).

As a result of taking this class, I feel I have grown as an educator. Exploring easy methods of incorporating technology in my classroom in meaningful ways has increased my confidence in this area. I am planning on utilizing blogs and wikis in my classroom right away during this school year because of this. Also, the reflection I have done about student learning and the most beneficial ways of teaching 21^st-century learners will help me to be a more effective teacher for my students. I am excited about becoming more of a facilitator of learning rather than always being at the center of my students’ learning. I am confident that doing so will allow my students to prosper and reach greater achievements than they have in the past.

 

With all the new knowledge and insights I have gained throughout the past seven weeks, I am going to set two long-term goals for transforming my classroom environment.

• My first goal is to have a 1-to-1 student to computer ratio for my ELL classes within two years. Not having the resources and/or money will be an obstacle that I will face in achieving this goal. Looking at the budget and strategically planning for the additional computers is one way to overcome this obstacle. My ELL classes are small, and, therefore, we will not need a large number of computers. I could also apply for grants and/or scholarships to obtain the resources to buy the computers.

• My second goal is to motivate the three colleagues that I do content/ELL collaboration classes with to become facilitators of learning rather than having teacher-centered classrooms within the next two years. This type of learning is excellent for all students, but especially for ELL students. This may be a tough sell for some teachers because of the fears and difficulties that come with making this change, but having the chance to collaborate with colleagues and incorporate activities where the teachers are facilitators will hopefully help others see the value of this type of teaching.

 

At the beginning of this course, we completed a self-evaluation checklist relating to our skills with incorporating 21^st-century skills and technology into our classrooms. Before taking this class, my incorporation of these important skills and tools was happening sometimes but not always. During this upcoming school year, this incorporation is going to jump from sometimes to almost always which I am sure will result in greater student achievement overall.

 

References

Laureate Education, Inc. (Producer). (2010a). The changing role of the classroom teacher: Part 2. [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

Laureate Education, Inc. (Producer). (2010b). The changing work environment: Part 2. [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

Laureate Education, Inc. (Producer). (2010c). Today’s students. [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

 

Creating a Podcast

Podcasting is another one of the many tools that I would like to experiment with and see if I can incorporate into my ELL classroom. Throughout this past week, I created my own podcast related to students' experiences and preferences in relation to using technology for both social and academic purposes. This is the first podcast I have ever created. I used Audacity, which you can download for free online, to record and edit both my recordings and the recordings of my students. I found this tool to be very easy to use and something I could definitely envision my students being successful with. I then imported my podcast into iTunes so that I could convert it from a WAV file to an MP3 file. From there I created an account on podbean.com to upload and create a URL for my podcast. Finally I attached the link below. The hardest part was remembering how to change a WAV file to an MP3 file. I hadn't done it in so long. All I did to figure this out was type "how to convert a WAV to an MP3" in a search engine. There was a description for how to do it in iTunes that was easy to follow. I truly believe this would be an easy project to add into my curriculum in the future.

I hope you enjoy the podcast.

Link to Students and Technology Podcast:
http://mrsking.podbean.com/2013/08/04//


Resources used:

www.audacity.com

www.podbean.com

www.iTunes.com