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.

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?