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
Learning that we want moved to long term memory can even be supported by something so simple as students video taping themselves using their cell phones and then editing it for publication. I appreciate knowing that technology is all around us and that we should use whatever we have to make learning possible.
ReplyDeleteHi Michelle,
ReplyDeleteI enjoyed your posting.
I wanted to share a few thoughts on this: "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."
I think you raise a great point--teaching students to take notes using many of the new technologies can make a world of difference for students. My experience has been that many if not most students need direct instruction in note-taking--explicit guidance. It is not a skill that comes to them automatically, and can be very challenging especially in the context of unfamiliar content. When students don't know the content, they aren't sure what is important and what is a supporting or less important detail. Not recognizing this makes it hard to chunk--difficult to organize a schema.
Concept maps can facilitate this--when used collaboratively, peers can offer scaffolding and support and new perspectives that help students develop conceptual understanding.
Susan
Michelle,
ReplyDeleteYour post was well put. I know I am not in your group for this class but am still a follower so it came through my google reader. I can tell you have a good understanding of this weeks learning.