Constructivist/Constructionist Learning Theories

This week's resources provided several strategies and suggestions that are complementary to the constructivist/constructionist theories of learning. In constructionism, students are focused on answering a question and producing an artifact to demonstrate their knowledge of the subject. This is supported by the instructional strategy of "Generating and Testing Hypothesis" as described by Pitler, Hubbell, Kuhn, and Malenoski. According to Pitler, Hubbell, Kuhn, and Malenoski, "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" (2007, pg. 202). These ideas are ultimately what most teachers want for their students. By having students use technology such as spreadsheets, teachers can have students focus on evaluating their hypotheses rather than worry about making a mistake with tedious calculations.

Other resources that were mentioned this week also help teachers who wish to teach from the constructionist perspective. One handy tool is WebQuests. Through WebQuests students must explore a series of web sites to find information to answer a specific question. There is usually some type of finished product that must be produced to demonstrate knowledge of the information. The beauty of WebQuests is that there are so many out there a teacher only has to have time to search for an appropriate one on the topic of her choice. Another resource I am going to use soon is the Astroventure web site. We are getting ready to study space in science, and this web site poses some interesting questions for the students. I especially like the interactive part where students can design their own planet. I know my students will find this interesting and will continue trying until they can design a planet that will be viable.

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

Cognitive Learning Theories and Technology

According to Dr. Orey, cognitive learning theories are based upon the idea that individuals receive information via their senses, store it in short-term memory, and then, with enough exposure, move it to long-term memory. Dr. Orey also talked about students being able to make connections better when provided with an image and text versus just text. This has several implications for teaching and learning. Pitler, Hubbell, Kuhn, and Malenoski talk about using summarizing and note taking as effective learning strategies. So, when providing students with notes, it is very helpful to also use images that relate to the notes. There are also several technologies that can help students with summarizing and note taking. Teachers can create a note template in Word for students to complete or various types of templates using programs like Inspiration or Kidspiration. This also leads into another strategy discussed by Pitler, Hubbell, Kuhn, and Malenoski, cues, questions, and advance organizers. By using probing questions, teachers can elicit deeper thinking from their students. The authors also make the point that teachers should not use elusive clues when prompting students. Again, teachers can use software to provide students with advance organizers to complete throughout a lesson. Using multimedia clips are an excellent advance organizer for students. This taps into the visual side of the cognitive theory to help students use dual coding to remember information.

The cognitive theory lends itself to using technology. The more students can see information organized and manipulate the information, the greater the chance the knowledge is moved into long-term memory.

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

Behaviorism

When a person practices behaviorism, he/she uses a system of rewards and punishments to achieve a desired behavior. Educators use behaviorist techniques almost daily in the classroom. Most of the time it is through the use of our behavior management plans, but sometimes it is evident in instructional techniques as well. The two strategies we read about this week, "reinforcing effort" and "homework and practice" both rely on a bit of behaviorism to make them work.

The first strategy, "reinforcing effort" talks about using spreadsheets and surveys to help students understand the correlation between the amount of effort put in and the grade received. "The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). Students see that by increasing effort they are rewarded with good grades. On the flip side, if effort is not put forth, the grades suffer. This directly correlates with the behaviorist theory.

The other strategy we read about was "homework and practice." We all know how important it is for students to practice what they are learning. The ideas given for using technology to assist with homework and practice align somewhat with the behaviorist theory. By using web-based tutorials and games, students are receiving positive reinforcement for correct answers and must redo exercises that are not completed successfully. In this lies rewards and punishments. The reward is getting to move on in the game, and the punishment is having to redo a level.

I have gained some valuable suggestions from both these strategies that I would like to try in my own classroom. However, one hurdle to using technology in homework assignments is the lack of Internet access in every child's home. Hopefully this will not be an issue in the next few years as more and more school systems are moving toward computer based textbooks and the goal of providing laptops for all students.

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