Social Learning Theory

This week in class, we are investigating the impact that socialization has on learning. Social Learning Theory, as described by Dr. Orey, is based upon the belief that learning occurs when students are engaging in the construction of artifacts as well as conversing with others (Laureate Education, Inc., 2011a). I personally agree with Dr. Orey. Independently, children cannot progress as well as when social interaction is involved. After all, what good is speech without conversation?

Technology can play a big role in allowing meaningful collaboration and social networking to occur. Students can share ideas and understandings with others easily through the use of a blog. Wikis allow students to work in cooperative groups and construct a learning artifact that represents the understanding of the group as a whole. WebQuests are another form of technology that enables collaboration. The students are given a task in which they work together to complete. VoiceThread is a form of technology that can be created independently or as a group and allows for ideas to be shared with others through comments left by the viewers (Laureate Education, Inc., 2011b). Social bookmarking sites allow students to collaborate through the sharing of valuable resources. Students can share sites that include information that helped them gain a deeper understanding of a certain topic. Through social networking and collaboration, students become more knowledgeable as they share their understanding with their peers (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Dr. Orey referred to Vygotsky's Zone of Proximal Development. This is what the child should be able to learn at this time in their life (Laureate Education, Inc., 2011). Sometimes children need the help of a more knowledgeable other in order to understand something. Social networking and collaboration allows this to happen. As the child's understanding increases, they move up in their Zone of Proximal Development and are able to learn more as a result (Laureate Education, Inc., 2011a). Without social interaction, the child may not have been able to progress and would have remained at a lower level.

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program ten: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

My VoiceThread on Cell Phones in the Classroom

http://voicethread.com/share/3147664/

Constructivism in Practice

The Constructionist View of learning is based upon the belief that students learn best when they create artifacts that can be shared with others (Laureate Education, Inc., 2011). Technology can be used in the generation of these artifacts, while simultaneously increasing student motivation. This week we learned about the instructional strategy, Generating and Testing Hypotheses, as well as project-based, problem-based, and inquiry-based approaches to learning. Each of these instructional strategies promotes learning in a constructionist based classroom.

In our course text, Using Technology with Classroom Instruction the Works (2007), the authors discuss the strategy Generating and Testing Hypotheses. They maintain that this strategy is effective in all content areas and mention three different technologies that enhance its use, spreadsheet software, data collection tools, and Web resources (Pitler, Hubbell, Kuhn & Malenoski, 2007). Each form of technology can be used in the classroom in the construction of a learning artifact.

Spreadsheet software, such as Microsoft Excel, can be used to record and analyze data. The students can create spreadsheets that they could then use in the construction of a related graph. Data collection tools vary, but include scientific instruments and the Internet. These tools are used to collect data and expand knowledge by studying patterns in the data. Web resources, focused on inquiry-based learning, include games and interactive applications such as WebQuests. These resources help students to gain an understanding of certain information and make educated judgments based upon this knowledge. Each of these types of technology can be used effectively in the classroom as a way of creating an artifact that demonstrates meaningful learning.

The Constructionist Theory of Learning is based upon knowledge being constructed. This gain in knowledge is demonstrated by the creation of an artifact. Project-based and problem-based learning do just that. Both methods of learning involve students constructing knowledge through investigation. This knowledge is then applied to create a product or performance, or to solve a real-world problem . Both methods are student-centered which is an essential component of constructionist methods. By using these instructional strategies, students should be actively engaged in learning and able to share evidence of this learning through the creation of their artifact.
References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cognitivism in Practice

The Information Processing Model, described by Dr. Michael Orey, is one of the main components of the Cognitive Learning Theory.  As stated by Dr. Orey, information first goes into the short-term or working memory which has a limited capacity for storing information.  If the information is rehearsed enough, it is then moved into the long-term memory as either a declarative, procedural, or episodic memory (Laureate Education, Inc., 2011). Dr. Orey describes the act of forgetting as not losing information, but losing the connection to the information in one's mind (Laureate Education, Inc., 2011). Teachers can strengthen the connections their students are making with the information which enhances their ability to understand and apply it, by implementing certain instructional strategies.

According to the text, Using Technology with Classroom Instruction that Works, the authors describe instructional strategies that support the Cognitive Learning Theory. Using cues, questions and advance organizers is one way teachers can promote learning. Cues and questions are effective ways of accessing students' prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007). Advance organizers are a way students can classify and structure new information (Pitler, Hubbell, Kuhn & Malenoski, 2007). Stronger connections can be made in the minds of students by using cues, questions, and advance organizers. The stronger the connection, the less the chance the student will forget the information.

Another instructional strategy described in the book, Using Technology with Classroom Instruction that Works, is summarizing and note taking. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), using this strategy "focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (p.119). By summarizing and taking notes about information, the students are rehearsing it which is necessary to move it into long-term memory.

Concept mapping and the use of virtual field trips are also valuable strategies for learning information. Both methods allow for the students' use of multiple senses. According to Dr. Orey, learning is improved when multiple senses are integrated (Laureate Education, Inc., 2011). As with the other strategies, stronger connections can be made when elaboration is used, improving the student's ability to use the information in a meaningful manner.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Behaviorism in Practice

Behaviorism in today’s classroom uses positive and negative reinforcement, and punishment to teach students acceptable behaviors and also to modify their behaviors that are not acceptable. Positive reinforcement rewards a student with something that they value, were as negative reinforcement involves the removal of something that is of value.  For example, giving a homework pass to a student who has completed all their previous homework on time (Orey, 2001). Technology can be used with positive and negative reinforcement to strengthen connections and promote student learning.

In order for teachers to ensure that the technology application being used is of value to student learning, a connection between the learning objectives and instructional strategies must be determined. One instructional strategy where technology can be implemented in a meaningful way is when used to reinforce student efforts. If a teacher wanted his or her students to make a connection between the amount of effort they displayed or an achievement they have gained, they could use a variety of technology applications. The students could rate themselves using an effort rubric and record their scores using spreadsheet software. The data could then be graphed giving the students a visual representation of this connection (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Using technology in this way supports the behaviorist theories. If the student had rated themselves high on the rubric for applying themselves to the task at hand, they will most likely achieve and experience greater success on the assignment, therefore positively reinforcing this type of action.  The more effort placed on a task the better the results are likely to be. As the students begin to experience this connection, they are more likely to change their behaviors in order to keep experiencing success.

Homework and Practice is another instructional strategy commonly used in today’s classrooms to reinforce concepts and applying skills. Using technology in this type of situation is also associated with behaviorist theories on learning. Applications that use drill and practice techniques reinforce correct responses by using animation, graphics, and or verbal responses. When students make errors, the choice is not reinforced the same way.  Programs that use tutorials to present information to students immediately assess their understanding. When the student is successful, they move forward in the tutorial. When the student is not successful, the tutorial will often send them back to a point in which they can learn the correct information. The immediate feedback provided by these two types of applications is beneficial to students, allowing them to modify their behaviors early in the learning process.

There are other technology applications that remain consistent with the behaviorist model while still offering the same benefits to student learning. Word processing applications can be used to narrow down research, allowing students to locate accurate and reliable information.  This type of application can also be used to summarize important information and increase writing skills. Interactive games and collaborative communication sites can also be used for homework assignments and practice (Pitler, Hubbell, Kuhn & Malenoski, 2007). Using these resources as reinforcers of specific content provide the students with immediate data regarding their strengths and weaknesses. Having this information empowers the students to make changes in their behaviors while encouraging active learning.

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/

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