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Wednesday, March 31, 2010
Social Learning Theoris and Technology
According to Dr. Orey, the basis of social learning is “students actively engage in constructing artifacts and conversing with others” (Laureate Education Inc., 2008). He further comments that, “teaching others helps the learner develop a deeper understanding of the content” (Laureate Education Inc. 2008). In a nutshell, social learning consists of students working together to create an end product based upon new knowledge that is being applied.
Our resources this week suggested several facets of social learning, a great deal of these involving the use of technology and today’s plethora of online social networking tools. One example, “Keypals,” allows students opportunities to communicate with students from around the globe on a countless number of topics (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 145). Implementation of this activity most definitely supports social learning in that students are working on communication skills and collaboration, learning proper netiquette in the process. Another suggested activity incorporating technology is that of “Web-Enabled Multiplayer Simulation Games” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 152). Kriz and Eberle state, “Gaming simulation is an interactive learning environment that makes it possible to cope with complex authentic situations that are close to reality. At the same time, gaming simulation represents a form of cooperative learning through teamwork” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 152). Further activities such as creating a website and utilizing a WebQuest in order to collaboratively solve a problem were additionally suggested (Pitler, Hubbell, Kuhn & Malenoski, 2007).
How do these activities relate to social learning theory? Each of the above mentioned activities requires students to cooperatively collaborate with each other for a common purpose, whether it is to solve a problem or create something. This underlines the basis of social learning theories. With continued advances in technology, social learning will likely become a more frequently used methodology in the classroom. Students require exposure to this type of interaction in order to become successful candidates for the future job industry. “To be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).
References:
Laureate Education, Inc. (Executive Producer). (2007). Social Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Our resources this week suggested several facets of social learning, a great deal of these involving the use of technology and today’s plethora of online social networking tools. One example, “Keypals,” allows students opportunities to communicate with students from around the globe on a countless number of topics (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 145). Implementation of this activity most definitely supports social learning in that students are working on communication skills and collaboration, learning proper netiquette in the process. Another suggested activity incorporating technology is that of “Web-Enabled Multiplayer Simulation Games” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 152). Kriz and Eberle state, “Gaming simulation is an interactive learning environment that makes it possible to cope with complex authentic situations that are close to reality. At the same time, gaming simulation represents a form of cooperative learning through teamwork” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 152). Further activities such as creating a website and utilizing a WebQuest in order to collaboratively solve a problem were additionally suggested (Pitler, Hubbell, Kuhn & Malenoski, 2007).
How do these activities relate to social learning theory? Each of the above mentioned activities requires students to cooperatively collaborate with each other for a common purpose, whether it is to solve a problem or create something. This underlines the basis of social learning theories. With continued advances in technology, social learning will likely become a more frequently used methodology in the classroom. Students require exposure to this type of interaction in order to become successful candidates for the future job industry. “To be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).
References:
Laureate Education, Inc. (Executive Producer). (2007). Social Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, March 24, 2010
Project Based Learning and Constructionism
Project based learning was the underlying theme of this week’s learning resources, offering a plethora of possible technological activities as the means of delivery. Technology is rapidly altering curriculum delivery and application, contributing new and exciting ways for students to apply knowledge learned. Students are now able to analyze, collect, manipulate and store data in a multitude of ways using computers. This week’s resources proposed various activities in which students can “generate and test hypotheses.” “When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Pitler, Hubble, Kuhn and Malenoski discussed the utilization of spreadsheets, data tables and interactive games as learning apparatuses students use in collecting and interpreting data. Additionally, websites provided for review proposed other engaging activities such as creating your own planet using at http://astroventure.arc.nasa.gov/.
All of these proposed activities have a common goal: creating a product. Dr. Orey comments that, “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2007). Creating within the learning process is the basic theme of Piaget’s Constructionism, “a theory of knowledge stating that each individual actively constructs his or her own meaning” (Laureate Education Inc., 2007). Students fashion their own meaning when they are given the opportunity to practice new knowledge by creating a product, thus proving the relationship between Constructionism and project based learning.
References:
Laureate Education, Inc. (Executive Producer). (2007).Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
All of these proposed activities have a common goal: creating a product. Dr. Orey comments that, “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2007). Creating within the learning process is the basic theme of Piaget’s Constructionism, “a theory of knowledge stating that each individual actively constructs his or her own meaning” (Laureate Education Inc., 2007). Students fashion their own meaning when they are given the opportunity to practice new knowledge by creating a product, thus proving the relationship between Constructionism and project based learning.
References:
Laureate Education, Inc. (Executive Producer). (2007).Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Sunday, March 14, 2010
Cognitive Theories and Technical Strategies
Dr. Orey discusses cognitive learning theories in this week’s resources. He explains that for retention of material, in a long term sense, requires a great deal of practice and repetition (Laureate Education, 2007). Coupled with much rehearsal, to solidify a concept long term, Paivio’s Dual Coding suggests the necessity for connections between images and text (Laureate Education, 2007). This week’s technology strategies consisting of advance organizers, cues, questions, summarizing and note taking are all highly effective ways of accomplishing the creation of these long term connections for later recollection.
For starters, advance organizers such as concept maps “help students focus their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73). Utilizing concept maps is a valuable method for building connections through the use of questioning and cues. A cue, or opening question, “. . . provides students with a preview of what they are about to learn” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 77). This practice allows students to ascertain a foundation of which to build on. These concept maps can be used to show an organized progression of thought with supporting details while allowing for the inclusion of applicable images. These types of organizers also provide opportunities for critical thinking. With all the programs available designed specifically for creating these maps, educators have fantastic resources right at their fingertips.
Likewise, this week’s resources discuss the benefits of summarizing and note taking. These practices “. . . [focus] on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 119). Dr. Orey speaks of the tactic of elaboration as a key component to “making connections” necessary for transferring learning to long term memory (Laureate Education, 2007). Summarizing and note taking provide opportunities for elaboration; students are taking in information and creating a product. These strategies require them to analyze new information which also works to create connections.
In my classroom I would like to employ more of these tactics to foster a stronger permanency of my students’ learning. I see concept maps being especially effective for first graders; likewise, beginning to teach note taking strategies would also be beneficial.
References:
Laureate Education, Inc. (Executive Producer). (2007). Cognitive Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
For starters, advance organizers such as concept maps “help students focus their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73). Utilizing concept maps is a valuable method for building connections through the use of questioning and cues. A cue, or opening question, “. . . provides students with a preview of what they are about to learn” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 77). This practice allows students to ascertain a foundation of which to build on. These concept maps can be used to show an organized progression of thought with supporting details while allowing for the inclusion of applicable images. These types of organizers also provide opportunities for critical thinking. With all the programs available designed specifically for creating these maps, educators have fantastic resources right at their fingertips.
Likewise, this week’s resources discuss the benefits of summarizing and note taking. These practices “. . . [focus] on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 119). Dr. Orey speaks of the tactic of elaboration as a key component to “making connections” necessary for transferring learning to long term memory (Laureate Education, 2007). Summarizing and note taking provide opportunities for elaboration; students are taking in information and creating a product. These strategies require them to analyze new information which also works to create connections.
In my classroom I would like to employ more of these tactics to foster a stronger permanency of my students’ learning. I see concept maps being especially effective for first graders; likewise, beginning to teach note taking strategies would also be beneficial.
References:
Laureate Education, Inc. (Executive Producer). (2007). Cognitive Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, March 10, 2010
Behaviorism and Technology
Behaviorism is a strong educational theory being practiced in many classrooms and schools. Dr. Orey explains behaviorism as the “reinforcement of desirable behaviors,” coupled with “punishment of undesirable behaviors” (Laureate Education, 2009). Behavior and learning go hand in hand with one another. For successful learning to take place, desirable behavior must be in place. This week’s resources focused on the principle of behaviorism, its relevancy and connection with technology usage in the classroom.
James Hartley shares four key beliefs critical in promoting successful behaviorism in the classroom: activity, repetition, reinforcement and clear objectives (Smith, 1999). Each of these values is incorporated in many facets of today’s technology. For instance, an engaging alternative to wipe off boards is the Active Board, an interactive whiteboard allowing students countless methods of electronic interaction. This technical tool has been particularly engaging with my first graders. Active boards also present the opportunity to present web based media enlarged for whole class interaction. Additionally, several web sites boast online practice and tutorials for students to actively practice skills and receive immediate feedback as to their progress. “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency” (Pitler, Hubbel, Kuhn & Malenoski, 2007). Likewise, technology offers a variety of methods relevant to each learning style offering for skill reinforcement.
Specifically, in my classroom of young learners, learning based games have been an invaluable learning tool. Motivating games where students can earn prizes for achieving success on a specific skill are utilized daily to incorporate positive reinforcement and boost engagement. Dr. Orey suggests computer usage such as online tutorials, for remediation and multiple opportunities for practice (Laureate Education, 2009).
Utilizing technology to support behaviorism in the classroom provides many opportunities for positive learning. With a world of resources on the net, teachers have an endless selection of engaging and motivating programs at their fingertips.
References:
Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Smith, M. K. (1999) 'The behaviourist orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm
James Hartley shares four key beliefs critical in promoting successful behaviorism in the classroom: activity, repetition, reinforcement and clear objectives (Smith, 1999). Each of these values is incorporated in many facets of today’s technology. For instance, an engaging alternative to wipe off boards is the Active Board, an interactive whiteboard allowing students countless methods of electronic interaction. This technical tool has been particularly engaging with my first graders. Active boards also present the opportunity to present web based media enlarged for whole class interaction. Additionally, several web sites boast online practice and tutorials for students to actively practice skills and receive immediate feedback as to their progress. “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency” (Pitler, Hubbel, Kuhn & Malenoski, 2007). Likewise, technology offers a variety of methods relevant to each learning style offering for skill reinforcement.
Specifically, in my classroom of young learners, learning based games have been an invaluable learning tool. Motivating games where students can earn prizes for achieving success on a specific skill are utilized daily to incorporate positive reinforcement and boost engagement. Dr. Orey suggests computer usage such as online tutorials, for remediation and multiple opportunities for practice (Laureate Education, 2009).
Utilizing technology to support behaviorism in the classroom provides many opportunities for positive learning. With a world of resources on the net, teachers have an endless selection of engaging and motivating programs at their fingertips.
References:
Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Smith, M. K. (1999) 'The behaviourist orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm
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