Social Learning Theory

This week’s resources presented information on social constructivism. Michael Orey states that when children are engaged in social activities, meaningful learning can occur (2001). One way to ensure meaningful learning is taking place is through cooperative learning. Cooperative learning focuses on having students interact with each other in groups. Orey states, “the purpose of cooperative learning is to actively involve students in the learning process" (2001).

After reviewing the resources from this week, it is evident that technology can be used to support social constructivism. One example mentioned in Using Technology with Classroom Instruction that Works was ePALs. ePALS gives the students the capability to communicate cross-culturally with students from different parts of the world. Essentially, ePALS is like having a virtual pen pal. I feel that this would be a great way for students to interact with one another and be able to compare and contrast each other’s lifestyles. Although this is something I have not used before in the classroom, I am intrigued and wouldn’t mind trying it out next year with my students.

Furthermore, Pitler, Hubbell, Kuhn, and Malenoski discuss the idea of collaborative organizing. This idea allows teachers to collaborate over the Web to share calendars, bookmarks, and Web links (Pitler et al., 2007, pg. 149). The text mentions del.icio.us as a resource. Del.icio.us can help one keep track of websites, music, book and more in one place where they can be easily found. I am sure that many teachers use some form of bookmarking in the classroom. Here a site similar to del.icio.us that was brought to my attention at a reading conference earlier this year. The site is called Symbaloo. Symbaloo is a bookmarking site that allows you to create bookmarks to your favorite websites using symbols. If you have any kind of Apple device you are familiar with the look of app tile, the symbols on this site are fairly similar. It is a very easy collaborative organizing tool to use. It has been very helpful this year working with younger children because the children remember the pictures better than the names of the websites. Check out this tutorial to get an idea of how you can begin to organize your own. Here is my personal Symbaloo I started.

Lastly, I believe the social learning theories are very important for today's students. As an educator it is my job to guarantee that my students are able to communicate and learn with one another. After reviewing the learning resources this week, there are many instructional strategies and technologies that one can use to enhance cooperative learning in the classroom.

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Constuctionism, Constuctivism, and Technology

What is the difference between constructionism and constructivism? Well if you are anything like me then you are asking yourself this question a lot! Although they sound and look the same, they are different in when it comes to learning. Michael Orey describes constructivism as a theory of knowledge while constructionism is described as a theory of learning (Laureate Education Inc., 2010). In simpler terms, constructivism allows students to construct his or her own meaning while learning and the theory of constructionism allows students to learn while they creating.

One instructional strategy that correlates with constructivism and constructionism is generating and testing hypotheses. Authors Pitler, Hubell, Kuhn, and Malenoski (2007) explain “when students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content” (Pitler, Hubell, Kuhn, and Malenoski, 2007 pg. 202). Technology can play a big role in generating and testing hypotheses. Though this instructional strategy seems to work better with older students it can be adapted for younger children, especially in science. Also, this theory correlates with constructionism and constructivism in that the children become the investigators. They would able to construct meaning and engage in the creation of an artifact.

 Having the children participate in project based lessons will allow them to be actively engaged. When related to real-world experiences, learning is enhanced and becomes more meaningful for students. Lastly, as Orey mentioned in Constructionism, Learning by Design, and Project Based Learning, “PBL learning advantages, increased motivation, increased problem solving, improved research skills, and increased collaboration” (Orey, 2001). So I guess, overall, my question for you is, what are you waiting for?

Resources:

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and constructivist learning theories. Baltimore: Laureate Media.

 Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitive Learning and Technology

This week we examined the cognitive learning theory.  The cognitive theory differs from the behaviorist theory we learned about last week in that the cognitive theory focuses on mind and the information in which it processes. As Michael Orey mentioned in Cognitive Learning Theory video, “cognitive learning revolves around information processing” (Laureate Education Inc., 2010a). Orey also discussed how the cognitive learning is about making connections to other ideas.
 
In Using Technology with Classroom Instruction that Works, we read about instructional strategies that support the cognitive learning theory. According to, “cues, questions, and advance organizers focuses on enhancing student’s ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). More specifically, cues are reminders or hints, questions trigger the students’ memory while advance organizers help students classify and make sense of the content.  This is done through the use of word processing applications, spreadsheets, brainstorm software, and multimedia applications. Concept maps are a great fit into this instructional strategy because it is a visual that children can use to connect information. Using concept maps is also a way for children to keep information organized which is essentially the idea of using cues, questions, and advance organizers. 

The cognitive learning theory is also present in summarizing and note taking. This instructional strategy focuses on enhancing students’ ability to synthesize information and condense into a brief new form. As stated in Using Technology with Classroom Instruction that Works, “teachers work on helping students separate important information from extraneous information and state the information in their own form” (Pitler, et al., 2007). There are many technologies that support summarizing and note taking. I especially liked the idea of a classroom Wiki. During the last class, we were to create a class Wiki. The Wiki served as a space for us to communicate, and store information in organized files. The use of this collaborative tool in the classroom will allow students to share resources, edit Web pages, as well as take notes and summarize content (Pitler, et al., 2007). I think creating a classroom Wiki would be such a powerful tool for children to communicate inside and outside of the classroom.

 

In the end, teaching with the cognitive learning process in mind can be effective for our children. Above all, as Orey discussed, it is important that we make as many connections as possible to the information learned as much as we possibly can so that they store information for long term use. Therefore, I encourage teachers to try some of the ideas mentioned above to make learning last beyond the lesson.

References:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Behaviorism in Practice

I have recently started a new class for my Masters program entitled Bridging Learning Theory, Instruction, and Technology. Thus far the class has been interesting and has focused on some interesting information such as learning theories.

This week the topic at hand was behaviorism. Behaviorism is used in most classrooms in one way or another. In the learning resources this week, Michael Orey explained that a behaviorist theory of learning focuses on the different behaviors that children exhibit (Laureate Education Inc., 2011). Behaviorism in the classroom focuses on positive and negative behaviors that a teacher either wants to continue or discontinue. Orey described the two forms of behavior as desirable and undesirable.  In an educational setting, most teachers use behaviorism as a form of classroom management. As Orey mentions in the Behaviorist learning theory video, “behaviorism is a powerful strategy for managing behavior” (Laureate Education Inc., 2011).

One strategy that is tied to behaviorism was present in Using Technology with Classroom Instruction that Works. Authors Pitler, Hubell, Kuhn, and Malenoski explain the instructional strategy reinforcing effort. As stated in the text, “reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). This theory teaches children about the importance of effort. Using technology allows one use surveys, spreadsheets, rubrics etc. to provide teachers with data to encourage students to try harder. I have used Survey Monkey before with my students after the completion of an assignment. This was done more so to gain an understanding of what I could do better in to teacher the particular assignment, but after reading this chapter, I realize that it can be used to track student’s efforts too. Another form of tracking that I enjoyed reading about was the idea of tracking data in a spreadsheet to monitor their learning. Personally, this seems powerful because the children are showing ownership of their learning. Although I have not tried in the classroom year, I would definitely like to try it soon.

Another strategy researched this week was the use of homework and practice in the classroom. I know what this is still a strategy takes place within our own education settings. As Pitler, Hubell, Kuhn, and Malenoski mention in this week’s text, “Homework and practice gives students a chance to review and apply that they have taught (Pitler et al., 2007). This strategy is used by many teachers as a way to allow children to deepen their understanding of the content that is being taught. I really liked and agreed with the comment made in Using Technology with Classroom Instruction that Works about if homework is assigned it should be commented on. Doing so will provide the students with a sense of reinforcement and a behavior that will be most likely be repeated. There are many web resources that one can use as well to practice concepts and skills repeatedly from their home. There are several websites that provide interactive practice. Our teachers have a website called Porta Portal for the students that has a breakdown of websites in each subject area. The children are highly encouraged to use this site as a means of practice.  The Behaviorist Orientation to Learning sates that activity is important, “learning is better when the learning is active rather than passive” (Smith, 1999). Using these websites will strengthen student’s skills in an engaging manner, while it generates feedback for me too. This then creates more opportunities for learning and a chance to challenge them.

As one can see, behaviorism is used in many ways in the classroom. After reviewing the material this week, it is evident that technology can increase the effort, achievement, and homework practices for students.

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm