Constructivism in Practice

By James Matthews

I really like the idea of introducing and practicing a new concept with students and then reinforcing their understanding by tasking them to create a presentation to teach a topic to the rest of the class. Social constructivism and problem solving are both evident in the practice of working with others in the group to brainstorm ideas for presenting the topic. The teamwork involved with organizing the actual presentation further promotes problem solving, but it also involves decision making in choosing the best method and organization for the presentation (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 203).

Experimental inquiry and historical investigation both help students to acquire, develop, and apply new information. Implementing technology into these could help students and teachers to focus more on the actual acquisition of knowledge because it allows “students to spend more time interpreting the data rather than gathering the data” (Pitler et al., 2007, p. 203). It also allows them the opportunity to identify similarities and differences with a much larger population if technology is used to compare findings with others.

Generating and testing hypotheses are not strictly for science anymore. In fact, constructivists might say that the processes and tasks involved with doing so illustrates how the six tasks listed in the text either builds onto existing knowledge or helps to create new artifacts as the basis of understanding.


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

Cognitivism in Practice

By James Matthews

As the cognitive learning theories relate learning to the way we think and receive information, our text offers strategies that focus “on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Part of the basis of these theories revolves around how our senses, experiences, and beliefs may affect how we accept, synthesized, and recall information.

The cues, questions, and advance organizers strategies in the book suggests various technology tools to create well-organized organizers that will help the cognitive learner approach the essential questions of content (Pitler et al., 2007, p. 74). For example, word processing and spreadsheet programs offer the ability to create advanced organizers for note-taking and well-developed rubrics. As lecture notes and discussion happen in class, students can update these organizers “with explanatory text, Web links, and pictures” (Pitler et al., 2007, p. 76). The mere act of recording and/or accessing multiple representations of a single concept supports cognitive learning theories in general.

Of course, there are many other forms of technology available to achieve similar results. How we go about accessing them and to what extent we allow them to permeate our consciousness depends on the opportunity to experience expectations and on the implementation of the tools. As teachers, we should not only accept that these tools are vital for overall student success, but also that teaching these techniques help us too.

Take it easy,

James



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

Behaviorism in Practice

I am a staunch supporter of most methods that promotes learning through understanding. At first glance, behaviorist learning theories would seem to be the exact antithesis of that level of learning, but deeper investigation has shown that this may not be true. In the course of reinforcing desirable behaviors and punishing undesirable behaviors (the two mechanisms of operant conditioning discussed by Dr. Michael Orey on our accompanying course DVD) technology may be used to promote and model positive behaviors for students (Laureate Education, Inc., 2009).

In one of the course texts the authors presented technological tools that could be used to achieve the desired results of reinforcing effort and using homework effectively. The combination of spreadsheets, effort rubrics, online educational games, multi-media projects, web resources, and communications software offers immediate and collective feedback; one of the main attributes of behaviorism (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 156-164); (Pitler et al., 2007, pp. 189-199). Access to technology allows for active review of information which allows students to better see the “…relationship between effort and achievement” (Pitler et al., 2007, p. 160). Posting or publishing information that students can actually compare with other students actually increases its effectiveness as it is much more “…meaningful and more relatable than stories of larger-than-life heroes” with whom the average student cannot relate.

As a math teacher I feel that homework is invaluable in understanding various topics and how they are related. Further, and more importantly, the text suggests that if homework is assigned, the purpose “…should be identified and articulated” and the results “…should be commented upon” (Pitler et al., 2007, p. 187). These are aspects of behaviorist learning theory that B. F. Skinner designated Programmed Instruction. Textbook publishing companies offer tools like self-check quizzes, online tests, vignettes, and flash-based interactive tutorials for students to gain more practice and a deeper understanding of topics. The text suggests the construction of PowerPoint games which develops “their understanding and practice skills” (Pitler et al., 2007, p. 194). Assignments that involve research (online or otherwise) also support independent, point-of-use learning as students are required to seek answers to questions on their own – which, again, better reinforces the material.

I believe that the No Child Left Behind (NCLB) requirements have allowed behaviorism to be more of an important factor that it would have been without it. The importance placed on the quantity of information gained versus the quality of information gained is a bit disturbing to me. But, as long as standardized tests are such integral components of the measurement of learning and understanding, behaviorist learning theories have a strong chance to remain relevant in our classrooms; how we use them will be the largest determining factor.

James


References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [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.

Hello All

For the next period of time I will be updating this blog with discussion from my latest graduate course (Bridging Learning Theory, Instruction, and Technology).

Take it easy, participate, and enjoy!

James