“The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s thinking beyond the situation in which learning has occurred.”
— Jerome Bruner, 1960
Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The power of technology is to transform teaching and learning as we know it, to make it more student-centered, individualized (yet also more community-based), relevant, and meaningful. It allows each student to connect to each other, to the world, to knowledge, and to learning, in the way that works best for that student. Embracing the constructivism and constructionism theories, as well as technology, in the classroom enable educators to provide a tangible expression of the knowledge students build (Orey, 2001).
In an ongoing look at the book, Using Technology with Classroom Instruction that Works (Pitler , Hubbell, Kuhn, Malenoski, 2007) the next strategy is generating and testing hypotheses. The strategy of generating and testing hypotheses facilitates constructionism and contructivism because it requires students to apply their knowledge and thus deepens their understanding. Several processes encourage students to generate and test hypotheses, including systems analysis, invention, experimental inquiry, decision making, and problem solving. Within this strategy, students plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).
It is imperative students spend time interpreting data because it is vital for students to know how to explain themselves and their conclusions. This is more likely to happen if learners can spend their time analyzing data instead of just collecting and inputting it. Data collecting is the most time consuming; analyzing is the most brain consuming. Technological advances including probeware, interactive simulations, and spreadsheets, allow classroom time to be devoted to interpreting data. By using spreadsheet programs, students will lessen the time focused on collecting data and be able to concentrate on the effects of the data making the learning experience more meaningful (Pitler, et al., 2007).
In the science classroom, digital microscopes and digital sensors allow students to easily capture information and focus on analysis. Even without having such resources, Pitler et al. (2007) make the point that the Internet itself is a huge data collection tool for any curriculum. For example, a social studies class could collect data from the U.S. Census Bureau and import it into Excel to create charts regarding population shifts. Math students could use the NASA FlyByMath site to work on distance-rate-time problems. ELA students who paste their writing into Wordle get a unique visual representation of their work. Online simulations at Explore Learning allow science and math students to test many different concepts (Pitler, et al., 2007).
The array of tools available through software, hardware and the Internet provide vast opportunities for enhancing students’ understanding of, and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 27, 2009
Wednesday, May 20, 2009
Cognitive Learning Theories and Technology
“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done—men who are creative, inventive and discoverers”
-Jean Piaget
Cognitivists argue that while things like the environment are important contributions to learning, learning is more than simply the collection of inputs and the production of outputs. Cognitivism refocuses research on the mind in the learning process, which the behaviorists had neglected to address. The mind has the ability to synthesize, analyze, formulate, and extract received information and stimuli in order to make a product (Orey, 2001).
Dr. Orey advises that there are limitations to how much a learner can attend to at one time. Therefore educators need to “chunk” information and keep things manageable for the learner. It is also imperative that new information connects to prior knowledge. These connections allow students to get back to the information and utilize it (Laureate Education, Inc. 2009).
Under cognitive learning theory, it is believed that learning occurs when information is processed. The input, processing, storage, and retrieval of information are the processes that are at the heart of learning (Laureate Education, Inc. 2009). The teacher remains the manager of the information-input process; but the learner is more active in planning and carrying out his/her own learning than in the behaviorist environment (Orey, 2001). The goal is for information to be accessible from long-term memory and available at any time, not just the day of an exam.
Educators can facilitate effective storage and retrieval of information by utilizing specific aspects of cognitivism. Elaboration theory is the primary mechanism for storing information in long term memory. Learning new things must be related to prior knowledge. The more connections made to a new piece of information, the easier it is to get back to it. According to Dr. Orey, forgetting is a misnomer and is actually a loss of connections to information. The Dual Coding Hypothesis supports this belief in which states of mind can recall images and scents better than text. Storage of the image and the accompanied label allows for easier retrieval.
Technology has afforded powerful new ways to represent knowledge, summarize learning, and visualize information (Pitler, Hubbell, Kuhn and Malenoski, 2007). Simple examples of information visualizations are tables, concept maps, graphs, and diagrams. The advent and accessibility of new digital technologies and media have provided effective strategies to create information connections and summaries that chunk information for easier retrieval from long term memory. These technologies have afforded dynamic and interactive ways of modeling and organizing information. O’Bannon, Puckett, and Rakes (2006) offer, “tools provide a framework for student-teacher interaction, empowering students to take responsibility for their learning as they develop a shared meaning relationship” (p.129). Pitler et al. (2007) recommend Kidspiration and Inspiration software, as well as word processing programs and spreadsheet software like Microsoft Excel to increase learning, application, and retrieval. They further advocate the use of wikis, powerpoints and blogs as avenues for students to summarize and organize their learning and further those necessary connections.
References
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
O'Bannon, B., Puckett, K. and Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Computers in Education, 23 (1/2) p. 125-137.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
-Jean Piaget
Cognitivists argue that while things like the environment are important contributions to learning, learning is more than simply the collection of inputs and the production of outputs. Cognitivism refocuses research on the mind in the learning process, which the behaviorists had neglected to address. The mind has the ability to synthesize, analyze, formulate, and extract received information and stimuli in order to make a product (Orey, 2001).
Dr. Orey advises that there are limitations to how much a learner can attend to at one time. Therefore educators need to “chunk” information and keep things manageable for the learner. It is also imperative that new information connects to prior knowledge. These connections allow students to get back to the information and utilize it (Laureate Education, Inc. 2009).
Under cognitive learning theory, it is believed that learning occurs when information is processed. The input, processing, storage, and retrieval of information are the processes that are at the heart of learning (Laureate Education, Inc. 2009). The teacher remains the manager of the information-input process; but the learner is more active in planning and carrying out his/her own learning than in the behaviorist environment (Orey, 2001). The goal is for information to be accessible from long-term memory and available at any time, not just the day of an exam.
Educators can facilitate effective storage and retrieval of information by utilizing specific aspects of cognitivism. Elaboration theory is the primary mechanism for storing information in long term memory. Learning new things must be related to prior knowledge. The more connections made to a new piece of information, the easier it is to get back to it. According to Dr. Orey, forgetting is a misnomer and is actually a loss of connections to information. The Dual Coding Hypothesis supports this belief in which states of mind can recall images and scents better than text. Storage of the image and the accompanied label allows for easier retrieval.
Technology has afforded powerful new ways to represent knowledge, summarize learning, and visualize information (Pitler, Hubbell, Kuhn and Malenoski, 2007). Simple examples of information visualizations are tables, concept maps, graphs, and diagrams. The advent and accessibility of new digital technologies and media have provided effective strategies to create information connections and summaries that chunk information for easier retrieval from long term memory. These technologies have afforded dynamic and interactive ways of modeling and organizing information. O’Bannon, Puckett, and Rakes (2006) offer, “tools provide a framework for student-teacher interaction, empowering students to take responsibility for their learning as they develop a shared meaning relationship” (p.129). Pitler et al. (2007) recommend Kidspiration and Inspiration software, as well as word processing programs and spreadsheet software like Microsoft Excel to increase learning, application, and retrieval. They further advocate the use of wikis, powerpoints and blogs as avenues for students to summarize and organize their learning and further those necessary connections.
References
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
O'Bannon, B., Puckett, K. and Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Computers in Education, 23 (1/2) p. 125-137.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 13, 2009
Behaviorism and Technology
“Success is the sum of small efforts, repeated day in and day out.”
Robert Collier
Reinforcing Effort
Self-initiated effort is the goal of each individual to attain on their own. This life skill must be molded by teachers and parents while children are still young. Our goal as educators is for children to realize that effort and hard work pay off, and by putting forth effort one can achieve. If a child does not learn that effort pays off that child engages in learned helplessness. This debilitating condition results in failure and the notion that if I do well it is a result of luck. Therefore, it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice” (Pitler, Hubbell, Kuhn, Malenoski, 2007). These two strategies can utilize technology as the base for both. Both strategies work to teach students the benefit of effort.
What does reinforcing effort mean and how does this strategy play out in the classroom setting?
In behavioral terms, reinforcing effort is accomplished through visual motivation of effort and constant feedback. For example, a teacher can use technology to create a simple bar graph or spreadsheet to monitor a student’s improving skill of the multiplication chart (Pitler, et al, 2007). Also, spreadsheet software and data collection tools reinforce effort by allowing students to visualize the direct correlation between effort and achievement. By pairing homework practice on the memorization of the 2’s times table, giving constant mad minute quizzes, and charting student progress through technology, a student can visually see their progress. This combined with a teacher’s error analysis of the answers or procedures that are difficult for the student and the use of a computer program such as Successmaker(SME) improves the error rate. The student’s improvement can be monitored daily on a computer generated chart. By seeing the charted progress, which can be printed out and sent home, a student can internalize that the more time and effort put into the learning of the new skill the more successful they become; thus reinforcing the skill of effort. In addition to this type of simple chart and monitoring program, other types of computer monitoring can be done.
Read 180 and Successmaker are examples of programs that figure out levels of functioning that make it possible for students to be successful at the academic level determined by the computer program. These programs have built in visual reinforcement systems that positively reinforce correct responses. Making the attempt fun and reinforcing effort will motivate the child to try harder and eventually gain success. The behaviorist idea of successive approximations can be reinforced to get students with little effort to keep working and achieving success.
The use of organizing and brainstorm software such as Webspiration or Spinscape helps to develop visual models that aid memorization. The structure of the organizing and brainstorm software creates an avenue to grab kids into learning new information (Pitler, et al, 2007).This in turn reinforces the effort to learn the new skill. Utilizing these types of software then become strategies that a student can utilize to learn any kind of new information. This sets the path to lifelong learning.
Keeping the behaviorist’s view in mind, how does “homework practice” work to improve effort and then new learning?
First homework must be an organized practice and procedure in the classroom. It must be structured so that it occurs every day and in the same format. To keep up with this, technology can be used (Pitler, et al, 2007). Technology can be used to keep homework assignment, homework grades, and homework tutorials organized and easily accessible in school and at home. This will help students to always know what is expected.
For homework to reinforce correct learning it must have daily feedback (Pitler, et al, 2007). If the teacher cannot grade it daily and give immediate feedback to prevent error patterns from becoming learned, don’t give it. This is where technology can come in and provide corrective feedback immediately. Programs such as Accelerated Math take the time consuming task of correction away from the teacher. Yet the teacher can view errors on homework to focus where remediation needs to take place. When learning new information, it is necessary for children to have many exposures to the information for it to go to long term memory where it stays and can be retrieved when questioned. (Laureate Education Inc., 2009) For mastery of information to be learned each child needs their own exposure level based on their motivation to learn that subject and their cognitive ability. Technology can give students the opportunity to go over similar information but presented in different formats to prevent boredom. For students with learning issues the teacher must use homework that the student can complete on their own. When the parents get too involved, the child grows into a learned helpless state. This means that they have to depend on others to learn. It is imperative for teachers to be mindful of each student’s learning needs, and devise homework that will strengthen the desired concepts in order for homework to be effective, for effort to increase, and learning to occur (Laureate Education, Inc., 2009).
So as educators we see how it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice”. These two strategies can utilize technology as the base for both (Pitler, et al, 2007). Both strategies have worked to teach students the benefit of effort. As effort increases, so does learning. Technology creates the immediate and constant feedback that reinforces effort and motivates students to have successful learning experiences.
References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program two. Brain Research and Learning [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robert Collier
Reinforcing Effort
Self-initiated effort is the goal of each individual to attain on their own. This life skill must be molded by teachers and parents while children are still young. Our goal as educators is for children to realize that effort and hard work pay off, and by putting forth effort one can achieve. If a child does not learn that effort pays off that child engages in learned helplessness. This debilitating condition results in failure and the notion that if I do well it is a result of luck. Therefore, it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice” (Pitler, Hubbell, Kuhn, Malenoski, 2007). These two strategies can utilize technology as the base for both. Both strategies work to teach students the benefit of effort.
What does reinforcing effort mean and how does this strategy play out in the classroom setting?
In behavioral terms, reinforcing effort is accomplished through visual motivation of effort and constant feedback. For example, a teacher can use technology to create a simple bar graph or spreadsheet to monitor a student’s improving skill of the multiplication chart (Pitler, et al, 2007). Also, spreadsheet software and data collection tools reinforce effort by allowing students to visualize the direct correlation between effort and achievement. By pairing homework practice on the memorization of the 2’s times table, giving constant mad minute quizzes, and charting student progress through technology, a student can visually see their progress. This combined with a teacher’s error analysis of the answers or procedures that are difficult for the student and the use of a computer program such as Successmaker(SME) improves the error rate. The student’s improvement can be monitored daily on a computer generated chart. By seeing the charted progress, which can be printed out and sent home, a student can internalize that the more time and effort put into the learning of the new skill the more successful they become; thus reinforcing the skill of effort. In addition to this type of simple chart and monitoring program, other types of computer monitoring can be done.
Read 180 and Successmaker are examples of programs that figure out levels of functioning that make it possible for students to be successful at the academic level determined by the computer program. These programs have built in visual reinforcement systems that positively reinforce correct responses. Making the attempt fun and reinforcing effort will motivate the child to try harder and eventually gain success. The behaviorist idea of successive approximations can be reinforced to get students with little effort to keep working and achieving success.
The use of organizing and brainstorm software such as Webspiration or Spinscape helps to develop visual models that aid memorization. The structure of the organizing and brainstorm software creates an avenue to grab kids into learning new information (Pitler, et al, 2007).This in turn reinforces the effort to learn the new skill. Utilizing these types of software then become strategies that a student can utilize to learn any kind of new information. This sets the path to lifelong learning.
Keeping the behaviorist’s view in mind, how does “homework practice” work to improve effort and then new learning?
First homework must be an organized practice and procedure in the classroom. It must be structured so that it occurs every day and in the same format. To keep up with this, technology can be used (Pitler, et al, 2007). Technology can be used to keep homework assignment, homework grades, and homework tutorials organized and easily accessible in school and at home. This will help students to always know what is expected.
For homework to reinforce correct learning it must have daily feedback (Pitler, et al, 2007). If the teacher cannot grade it daily and give immediate feedback to prevent error patterns from becoming learned, don’t give it. This is where technology can come in and provide corrective feedback immediately. Programs such as Accelerated Math take the time consuming task of correction away from the teacher. Yet the teacher can view errors on homework to focus where remediation needs to take place. When learning new information, it is necessary for children to have many exposures to the information for it to go to long term memory where it stays and can be retrieved when questioned. (Laureate Education Inc., 2009) For mastery of information to be learned each child needs their own exposure level based on their motivation to learn that subject and their cognitive ability. Technology can give students the opportunity to go over similar information but presented in different formats to prevent boredom. For students with learning issues the teacher must use homework that the student can complete on their own. When the parents get too involved, the child grows into a learned helpless state. This means that they have to depend on others to learn. It is imperative for teachers to be mindful of each student’s learning needs, and devise homework that will strengthen the desired concepts in order for homework to be effective, for effort to increase, and learning to occur (Laureate Education, Inc., 2009).
So as educators we see how it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice”. These two strategies can utilize technology as the base for both (Pitler, et al, 2007). Both strategies have worked to teach students the benefit of effort. As effort increases, so does learning. Technology creates the immediate and constant feedback that reinforces effort and motivates students to have successful learning experiences.
References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program two. Brain Research and Learning [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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