Students enter today’s classrooms with a wealth of knowledge when it comes to using technology. Educators need to know how to relate different learning theories and educational technology to engage students in the learning process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The course, Bridging Learning Theory, Instruction, and Technology, discussed in detail different learning theories that educators may use in their instruction. Also, the course demonstrated how to integrate different educational technology to meet the needs of the 21st century learner that revolved around the philosophy of each learning theory.
I considered my personal theory of learning to be more of constructivist approach at the beginning of the course, Bridging Learning Theory, Instruction, and Technology. However, after researching and learning more about the different theories, I would have to change my personal theory to an eclectic approach. The reason I would change my learning personal theory to an eclectic approach is because I agree with different learning theories for certain lessons or for the different learners in my class (Lever-Duffy & McDonald, 2008). Also, as a teacher, it is important to know what types of technology to use along with the learning theory one is applying so students will be engaged in higher-order thinking and problem solving (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I have learned in this course how to use different types of educational technology in my instruction to create lessons that will be student directed to engage everyone in the learning process. For example, students can use Kidspiration to create and fill in graphic organizers to help learners to add and organize information they are leaning.
Throughout the course I have learned about different types of educational technology that can be immediately implemented in the classroom. The first technology tool I would like to incorporate in my teaching instruction for students to use would be concept mapping tools.
Concept mapping tools support Paivio’s dual coding hypothesis because they provide the learner with written information and visuals (Laureate Education, Inc. 2010). Concept mapping tools would enhance my students learning because many of them have trouble keeping information in order. Also, since I have several students on Individualized Learning Plans concept mapping tools will allow me to modify the organizer according to the student’s learning ability. The second technology tool I am looking forward to using with students is VoiceThread. Students will be able to create their own artifacts to share with others by using this educational technology. VoiceThread is another educational technology that could help me to modify lessons according the diverse needs of my students.
Since it is important for educators to learn how to use the latest technology tools in the classroom, I have set two long-term goals for myself. First, I plan on continuing to learn more about the different technology tools that were discussed in the course Bridging Learning Theory, Instruction, and Technology. This was the first time I used concept mapping tools and VoiceThread and hope to become more efficient using each of these educational tools as I implement them into my lessons. My second long-term goal is to continue researching and learning about the different types of educational tools there are available for educators. I plan on doing this through independent research, collaboration with peers, and continuing my education in the Master’s program at Walden University.
While educators may not be able to control how much educational technology is available for their students, they can learn how to use what is available more efficiently. Throughout the course, Bridging Learning Theory, Instruction, and Technology, I have been introduced to new technology tools that help to engage students in their own learning. Understanding how to create lessons that tie in educational technology will give my students more control of their own learning (Pitler, Hubbell, Kuhn, 7 Malenoski, 2007).
The URL for my blog is: http://dforteagle.blogspot.com/
References:
Laureate Education, Inc. (Producer). (2010). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008) Theoretical foundations (Laureate Education, Inc., custom ed.) Boston, MA: Pearson Education.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, April 16, 2011
Tuesday, March 29, 2011
Connectivism and Social Learning in Practice
I believe, as each week goes by, that my classroom teaching and management is a mixture of all the learning theories we have been discussing in the course Bridging Learning Theory, Instruction and Technology. However, I would have to say that social learning theory is the predominate theory that I incorporate in lessons and assessments for my students. Social learning theory states that knowledge is created by individuals when they are able to interact with others through conversations and creating an artifact (Laureate Education Inc., 2010). Cooperative learning is one strategy that focuses on students interacting with peers to make connections to new knowledge (Palter, Hubbell, Kunh, & Malenoski, 2997). Cooperative learning involves students working together in a group to complete a task or solve a problem. Students are actively involved in the learning process through conversations that they have with each other as the task is being completed (Orey, 2001).
The following is an example of how I use cooperative learning in my class instruction. Students in my Science class worked in groups to complete an experiment and record all the steps of the Scientific Method. We first brainstormed as a class on what experiments the groups would be able to create in class. Next, the groups were chosen based upon what experiment each student wanted to learn more about first hand. Each group was assigned a rubric detailing what was expected from each group member. Students sign their name on the rubric for the part of the experiment they worked on to ensure all group member participated to complete the experiment.
Technology allows students to collaborate and work on projects with other students from all over the world. Students can network to learn with others through e-mail, blogs, wikis, Skype, and social networks such as Facebook or Myspace. All of these social networking tools correlate to the social learning theory because students can use them to collaborate and correspond with other learning communities from anywhere in the world. Students in my class were able to use district e-mail to correspond with another building in the district to compare a Science experiment both classes were conducting at the same time. One of the advantages of implementing the social learning theory in the classroom is this type of learning environment will prepare students for the real world. Students will develop skills such as leadership, decision-making, strong communication, and conflict-management as they work together. (Orey, 2001).
References:
Laureate Education, Inc. (Producer). 2010. Program 8: Social learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Orey, M. (Ed.) (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/indes.php?thtle-MainPage
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The following is an example of how I use cooperative learning in my class instruction. Students in my Science class worked in groups to complete an experiment and record all the steps of the Scientific Method. We first brainstormed as a class on what experiments the groups would be able to create in class. Next, the groups were chosen based upon what experiment each student wanted to learn more about first hand. Each group was assigned a rubric detailing what was expected from each group member. Students sign their name on the rubric for the part of the experiment they worked on to ensure all group member participated to complete the experiment.
Technology allows students to collaborate and work on projects with other students from all over the world. Students can network to learn with others through e-mail, blogs, wikis, Skype, and social networks such as Facebook or Myspace. All of these social networking tools correlate to the social learning theory because students can use them to collaborate and correspond with other learning communities from anywhere in the world. Students in my class were able to use district e-mail to correspond with another building in the district to compare a Science experiment both classes were conducting at the same time. One of the advantages of implementing the social learning theory in the classroom is this type of learning environment will prepare students for the real world. Students will develop skills such as leadership, decision-making, strong communication, and conflict-management as they work together. (Orey, 2001).
References:
Laureate Education, Inc. (Producer). 2010. Program 8: Social learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Orey, M. (Ed.) (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/indes.php?thtle-MainPage
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 23, 2011
Constructivism in Practice
Constructivism in Practice
The constructionist and constructivist learning theories focus on the individual learner taking control of his or her own learning. Dr. Orey states that students will learn and create new ideas when they are engaged in producing an external artifact that allows individual reflection and the opportunity to share a final product or result with a group (Laureate Education, Inc., 2010). The strategy generating and testing hypotheses fits the constructionist/constructivist learning theories because it involves students being engaged in higher level thinking processes and applying what they know to enhance understanding of ideas and concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using spreadsheet software is one way teachers can incorporate educational technology when using the generating and testing hypotheses strategy. Students will be able to work in groups or individually on spreadsheets they create or interactive spreadsheets designed by the teacher (Pitler, Hubbel, Kuhn, & Malenoski, 2001). They will be able to make predictions and compare them to real results when possible, collect data, examine the data for patterns, and create a new hypothesis if necessary by analyzing the information on the spreadsheet. Since I teach Science, my students are engaged weekly in the scientific method which involves creating a hypothesis, observing an experiment, collecting data, and interpreting data. The one negative I could see using spreadsheets in my class is not having enough computers for all the students to work on.
Data collecting tools are another educational technology that can be used for the generating and testing hypotheses strategy. These tools allow students to recognize patterns, gather and graph data quickly and accurately, and enable students to share and compare data with other students online (Pitler, Hubbel, Kuhn, & Malenoski, 2001). Earlier this year a teacher in another building and my class conducted the same Science experiment: Where will mold grow the fastest? Our students used the school email to discuss the results and compare their findings with each other. (Yes, a blog would have been a better way to discuss findings back and forth; however, the district does not allow blogs at this time.) One web resource I use in class is www.teachertube.com to show students science experiments that cannot be done the classroom. Students go through the whole Scientific Method well viewing an experiment. They would not be able to see many of the experiments that have been introduced because of the lack of materials and funding that would be needed to let students create the experiments in class.
The constructivist/constructionist learning theories focuses on the student be an active participant in his or her own learning by addressing a real-world problem or creating a project to share with the group (Orey, 2001). The role of the teacher in the constructivist/constructionist learning theories is to be a facilitator and collaborator for the students. Students will become better at analyzing, synthesizing, and evaluating information if educators allow them to take control of their own learning with a little guidance from the teacher (Orey, 2001).
References
Laureate Education, Inc. (Producer). 2010. Program 7: Constructionist and constructivist learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/indes.php?thtle=MainPage
Pitler, H., Hubbell, E., Kuhn, M. & Malensoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The constructionist and constructivist learning theories focus on the individual learner taking control of his or her own learning. Dr. Orey states that students will learn and create new ideas when they are engaged in producing an external artifact that allows individual reflection and the opportunity to share a final product or result with a group (Laureate Education, Inc., 2010). The strategy generating and testing hypotheses fits the constructionist/constructivist learning theories because it involves students being engaged in higher level thinking processes and applying what they know to enhance understanding of ideas and concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using spreadsheet software is one way teachers can incorporate educational technology when using the generating and testing hypotheses strategy. Students will be able to work in groups or individually on spreadsheets they create or interactive spreadsheets designed by the teacher (Pitler, Hubbel, Kuhn, & Malenoski, 2001). They will be able to make predictions and compare them to real results when possible, collect data, examine the data for patterns, and create a new hypothesis if necessary by analyzing the information on the spreadsheet. Since I teach Science, my students are engaged weekly in the scientific method which involves creating a hypothesis, observing an experiment, collecting data, and interpreting data. The one negative I could see using spreadsheets in my class is not having enough computers for all the students to work on.
Data collecting tools are another educational technology that can be used for the generating and testing hypotheses strategy. These tools allow students to recognize patterns, gather and graph data quickly and accurately, and enable students to share and compare data with other students online (Pitler, Hubbel, Kuhn, & Malenoski, 2001). Earlier this year a teacher in another building and my class conducted the same Science experiment: Where will mold grow the fastest? Our students used the school email to discuss the results and compare their findings with each other. (Yes, a blog would have been a better way to discuss findings back and forth; however, the district does not allow blogs at this time.) One web resource I use in class is www.teachertube.com to show students science experiments that cannot be done the classroom. Students go through the whole Scientific Method well viewing an experiment. They would not be able to see many of the experiments that have been introduced because of the lack of materials and funding that would be needed to let students create the experiments in class.
The constructivist/constructionist learning theories focuses on the student be an active participant in his or her own learning by addressing a real-world problem or creating a project to share with the group (Orey, 2001). The role of the teacher in the constructivist/constructionist learning theories is to be a facilitator and collaborator for the students. Students will become better at analyzing, synthesizing, and evaluating information if educators allow them to take control of their own learning with a little guidance from the teacher (Orey, 2001).
References
Laureate Education, Inc. (Producer). 2010. Program 7: Constructionist and constructivist learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/indes.php?thtle=MainPage
Pitler, H., Hubbell, E., Kuhn, M. & Malensoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, March 22, 2011
Wednesday, March 16, 2011
Cognitive Learning Theory in the Classroom
This week’s resources focused on the cognitive learning theory and teaching strategies that could be used in the classroom to help enhance lessons. The first chapter, “Summarizing and Note Taking”, discusses ways to incorporate technology to help students enhance their ability to synthesize information and use their own words when restating information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to the information processing model discussed in “Cognitive Learning Theories” a person’s short term memory can only process between six and eight pieces of information at one time (Laureate Education Inc., 2010a). When students take notes and summarize information they learn how to organize information which in return helps them to process the information (Pitler, Hubbell, Kuhn, & Malensoski, 2007). Having students summarize information and take notes correlates with the cognitive learning theory because the strategy will provide opportunities to make connections to the material that will enhance long term memory. Concepts maps support the cognitive learning theory because they allow students to use images to make a connection with information (Laureate Education, Inc., 2010a). I introduce note taking to my fourth grade students at the beginning of the year. First, I model for the students how to find the main ideas and supporting details. Next, after about two chapter, depending on the class, I let them work in groups to read and fill in their own graphic organizers. The class meets as a whole group to hear what each group felt was the main idea and supporting details of the material.
“Cues, Questions, and Advance Organizers” correlates with the cognitive learning theory because the strategy focuses on improving a student’s capability to retrieve, use, and organize information about a concept (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use Microsoft Word, spreadsheet software, or organizing and brainstorming software to create expository, narrative, or graphic advanced organizers for students to use during lessons. The organizers help students to focus on essential concepts and themes of lessons that will help them to learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using advance organizers correlates with the cognitive theory of learning because students will create a visual to go with the information they are leaning about which ties in with Paivio's dual coding hypothesis (Laureate Education, Inc., 2010a). Virtual field trips are another way of creating a visual connection to material or concepts students are learning. Virtual field trips correlate to the cognitive learning theory because they give students an opportunity to engage in critical thinking activities that will build long term memories (Laureate Education, Inc., 2010b).
References:
Laureate Education, Inc. (Producer). (2010a). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Program 6: Spotlight on technology: Virtual field trips [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“Cues, Questions, and Advance Organizers” correlates with the cognitive learning theory because the strategy focuses on improving a student’s capability to retrieve, use, and organize information about a concept (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use Microsoft Word, spreadsheet software, or organizing and brainstorming software to create expository, narrative, or graphic advanced organizers for students to use during lessons. The organizers help students to focus on essential concepts and themes of lessons that will help them to learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using advance organizers correlates with the cognitive theory of learning because students will create a visual to go with the information they are leaning about which ties in with Paivio's dual coding hypothesis (Laureate Education, Inc., 2010a). Virtual field trips are another way of creating a visual connection to material or concepts students are learning. Virtual field trips correlate to the cognitive learning theory because they give students an opportunity to engage in critical thinking activities that will build long term memories (Laureate Education, Inc., 2010b).
References:
Laureate Education, Inc. (Producer). (2010a). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Program 6: Spotlight on technology: Virtual field trips [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Posts (Atom)