Voice Thread Week 5

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Constructionism in Practice

The most influential way that this week’s instructional strategies correlate with the constructionist learning theories is by creating an educational environment that is student centered.  By taking an approach in education that allows students to construct their own meanings out of new information, or generate a creation through an artifact that applies new learning as described in Constructionist and Constructivists Learning Theories, opens up a higher level of understanding and thinking that resonates with the learner (Laureate Education Inc., 2010).  By developing project-based or problem-based projects students can successfully use the mechanisms for learning by reaching their individual levels of assimilation, accommodation, and equilibration.  Changing the teacher role from information giver to inquiry assistant and the student role from information receiver to information locator creates ownership for the learner and a sense of accomplishment. 

There were many resources presented this week that contributed to constructionist learning theories.  Emerging Perspectives on Learning, Teaching, and Technology states that for project- based and problem- based activities to be effective they need to have clearly stated objectives, assignment dialog, exploration of multiple strategies, inquiry discussions, revisions, learner collaboration, reflection, and genuine engagement (Han & Bhattacharya, 2001).  Internet and software programs such as Power Point, Excel, web quests, and inquiry tutorials lend to students the ability to create artifacts and use tools to assist in problem solving.  These items allow students to find information and create artifacts that would not regularly be possible.  They also assist students in focusing on information analysis and understanding by not being bogged down by traditional research collection methods.

Generating and testing hypotheses as described in Using Technology with Classroom Instruction that Works, is a process that can be used across the curriculum (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This strategy makes constructionist approaches beneficial because it lets students create the inquiry, the knowledge they want to learn and apply.  It also sets the foundation for questioning information, interpreting that information, and coming up with a knowledge base for decision making or questioning information and concepts again.  If planned in just the right way by the instructor, the generating and testing of hypotheses can lead to more questions and more knowledge.

Reference

 Laureate, Education, Inc. (Producer). (2010). Constructionist & Contructivist Learning
Theory [DVD]. Baltimore, MD: Orey, M.

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved January 23, 2011, from http://projects.coe.uga.edu/epltt/.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandra, Virgina: Association for Supervision and Curriculum Development.

Cognitive Learning Theories and Technology

Embedding technology through cues, questions, and advanced organizers as referred to in Using Technology with Classroom Instruction that Works, reinforces the theories of cognitive learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Cues and questions help students recall prior information and experiences so that new information can be formed in their network of thinking.  Using these tools also helps students stay focused on the most important content that they are learning.  The use of advanced organizers not only allows students to see the big picture of what they are learning about, and the correlation between concepts; they also permit students to focus on the most important information and skills instead of being bogged down by the tedious work process.

 In Cognitive Learning Theories, Michael Orey describes learning that starts in the short term memory moves to long term memory when it is elaborated upon in different modalities (Laureate Education Inc., 2010).  Students using different technological programs, Power Point for example, helps students tie in text, graphics, pictures, and video to enhance their learning style.  Virtual field trips are another way to assist students in learning their content in an array of forms helping the meaning become permanent and connecting it into their schema.  

Teaching students summarizing and note taking through technology has completely changed the possibilities for success.  Using tools such as tracking changes when creating summaries allows students to see the process and do it themselves efficiently.  Taking notes through teacher created outlines helps students see what the most important content is.

The use of cues, questions, advanced organizers, and techniques for summaries and note taking with the use of technology makes learning for students more manageable, more meaningful, and more likely to become long lasting knowledge.   

Reference

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

Laureate Education, Inc. (Executive Producer). (2010). Cognitive learning theories. Baltimore: Author. Michael Orey

Behaviorism in Practice

Reinforcing effort relates to the behaviorist theory by using conditioning to show a correlation between an action and a result.  Educators that use words and actions to show the importance of effort, and how it directly relates to student achievement are giving their students the blueprints for success.  In Using Technology with Classroom Instruction that Works, the authors offer a variety of examples of how integrating a system of setting goals and tracking success though an array of technology programs can help students see the relationship between effort and achievement (H. Pitler, E. Hubbell, M. Kuhn, & K. Malenoski, 2007). 

The behaviorist theory is also ever present in the use of homework and practice if used in an efficient way.  Assigning homework that has clearly stated objectives, addresses the skills students are learning in class, and is commented upon quickly reinforces what students are learning, and gives them a chance to show what they know and be successful in the process.  Practice exercises that sharpen new skills, motivate learners, and have room for growth, presented in different modalities drive home and help students retain what they are learning.  Technology can be a wonderful way to help with practicing skills whether it is by using a tutorial program that guides students through information and tasks with immediate feedback, or by allowing students to find the information they need to help deepen the meaning of their learning.  

Reference

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