The constructionist learning approach relies on the idea that “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Orey, 2001). Based on what I’ve learned about brain research and what I’ve learned through classroom experience, I truly believe that “learners don’t get ideas; they create ideas” (Orey, 2001). I can teach until I’m blue in the face, but the only way that my students will learn is by becoming actively engaged in the learning process in a meaningful way. The constructionist approach requires that students be engaged in their learning as they work to create an artifact, solve a problem, investigate an issue, or otherwise work to make connections in their world. The constructionist approach helps learners “become more accountable for their learning,” as they take the initiative to design, share, modify, and reflect upon the learning process and outcomes (Orey, 2001). If I hope to increase the ingenuity of my students and make them lifelong learners, I can facilitate constructionist learning in my classroom with the use of educational technology tools and strategies, such as generating and testing hypotheses and project-based and problem-based learning.
As pointed out by Pitler, Hubbell, Kuhn, and Malenoski (2007), hypotheses aren’t just for the science classroom. Real-life issues pop up within the classroom and context of many subjects, and it would be unwise for teachers to pass on the sort of “teachable moments” that result in students constructing meaning about their present world, the past, and the future. These “authentic, real world” issues can result in “authentic, real world” tasks that allow students to become their own driving force for learning (Orey, 2001). Generating and testing hypotheses, when combined with project-based and problem-based learning, can serve as an important tool in allowing students to actively build knowledge and meaning. As students are presented with problems and issues from the past, present, or future, they become responsible for asking their own questions and finding their own answers. By using technological tools like spreadsheet software, web resources, and data collection tools, students can spend more time “interpreting the data rather than gathering the data,” all the while building meanings and producing a final product or opinion, an idea vital to the constructionist theory (Pitler, et al., 2007, p. 203). Instructional strategies, such as these, allow students to construct ideas and artifacts in a way that is meaningful and will result in true learning.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on January 27, 2010 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, January 27, 2010
Tuesday, January 19, 2010
Cognitivism in Practice
According to Dr. Orey (2009), cognitive learning theories primarily deal with information processing from sensory registry, to short-term memory, and then finally, long-term memory. Because short-term memory is limiting, it is imperative that teachers find ways in which to connect information to existing networks in the minds of our students to create long-term memories (Laureate, 2009). The idea here is to work with students to make as many connections as possible to the information you’re presenting so that students remember it. Through the use of cognitive tools, advance organizers, concept maps, note taking, and other strategies, teachers can help students manage and process difficult information to result in true learning.
Cues, questions, and advance organizers are instructional strategies that allow students to organize information, make connections to existing knowledge, and then retrieve that knowledge later (Pitler, Hubbel, Kuhn, & Malenoski, 2007). Advance organizers, in particular relate to and support cognitive learning theories because they provide visuals that support the dual encoding needed to help build connections and memories. I am a true believer in dual encoding because of my use of the Zoo-Phonics program in my kindergarten classroom. While this is not a technology based strategy, it does focus on students learning through visuals, sounds, and movements. As students learn about the letters of the alphabet in three different ways, they are able to make several connections that help them remember each letter. It really works! When teaching new concepts, my students can use Kidspiration software to create visuals to help them work through difficult information or answer a focus question. Concept mapping help students make deeper connections as they find new ways to relate ideas to one another, first on the computer, then in their minds. After all, a concept map “replicates the network model of memory,” according to Dr. Orey (Laureate, 2009).
When it comes to note taking, the same ideas apply. Effective notes combine outlining, webbing, and images with traditional note taking, to create a more valuable tool for organizing information (Pitler, et al., 2007). Again, visuals support dual encoding and help students make connections between prior knowledge and new information. According to Pitler et al. (2007), the inclusion of graphic representation results in an increase in student achievement. While this can be accomplished with a pencil and paper, computers can help accomplish this in a short time, with more professional results to enhance learning (Orey, 2001). Computers are also helpful in allowing my young students to create these visual aids, since they cannot take notes the old fashion way.
In the past, I've been very weary about using technology with my kindergartners. I wondered if they were capable of the technology. But I'm really starting to see that technology is a way to reach my young students and scaffold them to new learning. Concept mapping and other cognitive tools allow me to do that very easily.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on Jan. 19, 2010 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.
Cues, questions, and advance organizers are instructional strategies that allow students to organize information, make connections to existing knowledge, and then retrieve that knowledge later (Pitler, Hubbel, Kuhn, & Malenoski, 2007). Advance organizers, in particular relate to and support cognitive learning theories because they provide visuals that support the dual encoding needed to help build connections and memories. I am a true believer in dual encoding because of my use of the Zoo-Phonics program in my kindergarten classroom. While this is not a technology based strategy, it does focus on students learning through visuals, sounds, and movements. As students learn about the letters of the alphabet in three different ways, they are able to make several connections that help them remember each letter. It really works! When teaching new concepts, my students can use Kidspiration software to create visuals to help them work through difficult information or answer a focus question. Concept mapping help students make deeper connections as they find new ways to relate ideas to one another, first on the computer, then in their minds. After all, a concept map “replicates the network model of memory,” according to Dr. Orey (Laureate, 2009).
When it comes to note taking, the same ideas apply. Effective notes combine outlining, webbing, and images with traditional note taking, to create a more valuable tool for organizing information (Pitler, et al., 2007). Again, visuals support dual encoding and help students make connections between prior knowledge and new information. According to Pitler et al. (2007), the inclusion of graphic representation results in an increase in student achievement. While this can be accomplished with a pencil and paper, computers can help accomplish this in a short time, with more professional results to enhance learning (Orey, 2001). Computers are also helpful in allowing my young students to create these visual aids, since they cannot take notes the old fashion way.
In the past, I've been very weary about using technology with my kindergartners. I wondered if they were capable of the technology. But I'm really starting to see that technology is a way to reach my young students and scaffold them to new learning. Concept mapping and other cognitive tools allow me to do that very easily.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on Jan. 19, 2010 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.
Wednesday, January 13, 2010
Behaviorism in Practice: Application 1
When it comes to applying behaviorist methods in the classroom, I believe that teachers must be very careful. According to Dr. Orey (2001), there are both positive and negative aspects to behaviorism, especially when technology is involved. When choosing which methods to use, I believe that teachers must keep in mind that the most effective aspect of behaviorism is reinforcement, which can be very powerful, as Dr. Orey points out (2001). Educational technology can help make reinforcement methods even more powerful, as they allow students to spend more time “increasing their conceptual understanding of skills or processes” through a variety of different software, applications, and web resources, among other things (Pitler, et al., 2007, p. 196).
For example, in this week’s course text, the authors described the use of web resources as a method of reinforcing classroom ideas both in and out of the classroom, as homework. The most important aspect of homework is that it is designed to be done outside of class. When a child needs at least twenty-four practice sessions with a skill before it is mastered, teachers must utilize the time children spend outside of school to reach that goal (Pitler, et al., 2007). Educational online games can provide this practice with skills, and are “appealing” to students while providing “immediate feedback” to the student and monitoring adults (Pitler, et al. 2007, p. 195). Even with my young kindergarten students, this form of reinforcement is easily attainable. When reinforcing classroom information is this easy, this engaging and exciting for students, and this simple for teachers and parents to monitor, technology becomes an amazing tool in helping increase the likelihood that students will achieve and continue to achieve academic success. This increase in the likelihood of a desired behavior is, of course, an idea central to behaviorism.
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.
For example, in this week’s course text, the authors described the use of web resources as a method of reinforcing classroom ideas both in and out of the classroom, as homework. The most important aspect of homework is that it is designed to be done outside of class. When a child needs at least twenty-four practice sessions with a skill before it is mastered, teachers must utilize the time children spend outside of school to reach that goal (Pitler, et al., 2007). Educational online games can provide this practice with skills, and are “appealing” to students while providing “immediate feedback” to the student and monitoring adults (Pitler, et al. 2007, p. 195). Even with my young kindergarten students, this form of reinforcement is easily attainable. When reinforcing classroom information is this easy, this engaging and exciting for students, and this simple for teachers and parents to monitor, technology becomes an amazing tool in helping increase the likelihood that students will achieve and continue to achieve academic success. This increase in the likelihood of a desired behavior is, of course, an idea central to behaviorism.
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.
Tuesday, January 5, 2010
Technology in Kindergarten
As a master's student in a degree program desigened to integrate technology in the classroom, I've been trying to find the best ways to use technology with my kindergarten students. As I sit in my school's computer lab with my students right now, I can see how much they love using computers to explore their worlds. What other tools and options are available to me that my young students can easily use?
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