Social Learning Theories

This week we have focused on the role of social learning, the idea that students learn through collaborative interactions with others, in the classroom.  Social learning is supported by various theories, instructional strategies and technology.  We have discovered a variety of ways to support social learning in our classrooms.

George Siemens described the three roles that a learning theory must have: 1. explains how learning occurs, 2. allows us to create future models of learning, and 3. helps us make sense of the present (Laureate Education, Inc., 2010b).  Social constructionism is a social learning theory that occurs when students are actively engaged in conversations about the building process of constructing an artifact (Laureate Education, Inc., 2010a).  Additionally, teachers can focus in on a students’ zone of proximal development easier when using social learning.  With the assistance from a teacher, parent, peer or technology, students have more support and perspective to learn from (Laureate Education, Inc., 2010a).  While critics continue to discuss its validity, connectivism has and will continue to impact social leaning theories.  Siemens explains that connectivism revolves around the idea that knowledge resides in the patterns or networks (Laureate Education, Inc., 2010b).  All of the social learning theories support learning through interactions with others.

Many of this week’s resources touched on use of instructional strategies and technology to support social learning.  Cooperative learning enhances student learning because they are able to construct new knowledge through interactions with their peers (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Social learning strategies such as a jigsaw activity provide students the opportunity to teach their peers about new concepts.  Cooperative learning instructional strategies are being transformed by technology.  “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn & Malenoski, p. 140).  Just a few classroom technologies that support social learning theories include multimedia, web resources, keypals, webquests, shared bookmarking, collaborative organizing.  However, I have to spotlight the significant role that communication software plays in collaborative learning.  This software “allows students to collaborate on project without the constraints of time or geography” (Pitler, Hubbell, Kuhn & Malenoski, p. 153).  With these programs, students have the opportunity to communicate and share ideas without boundaries.

I developed my own project through the use of collaborative technology this week.  I developed a voice thread as an instructional tool to introduce a potential research project for my language arts class.  After using this program I discovered that I could require students to create their own voice threads for the project.  This project goes above and beyond a Power Point presentation because students are able to interact with on another to improve their projects.  Click on the following link to access my voice thread: http://voicethread.com/share/1893742/

Amanda Skilliter

References:

Laureate Education, Inc. (Executive Producer). (2010a) Program Number One: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b) Program Number Two: Connectivism as a learning theory [Webcast]. 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.

Cognitivist/Constructionist Learning Theories

This week we have focused on the role that the constructivist/constructionist learning theories along with various educational technologies play in today’s classrooms.  Dr. Michel Orey explains that constructivism is “a theory of knowledge stating that each individual actively constructs his or her own meaning” (Laureate Education, Inc., 2010).  Students make connections in the learning process based on their own schema.  Dr. Orey also explains that constructionism is “a theory of learning that state people learn when they build an external artifact or something they can share with others” (Laureate Education, Inc, 2010).  The various instructional strategies described this week clearly support the knowledge and learning theories we have focused on.

While reading about this week’s instructional strategy, “Generating and Testing Hypothesis”, I discovered that a variety of technology tools assist in the generating and testing hypothesis process by allowing students to spend more time analyzing data as opposed to collecting and organizing data (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Spreadsheet software can be programmed to allow students to be interactive.  In the interactive state, “students will be able to manipulate it, consider graphical patterns, and test their predictions by receiving quick feedback on multiple scenarios” (Pitler, Hubbell, Kuhn, & Malenoski, p. 204).  Data collection tools such as a USB connectable data probe allow students to spend more time analyzing data as opposed to graphing and collecting data (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Web resources and gaming software such as interactive applets and simulation software provide the opportunity for students to participate in learning environments that allow them “to use background knowledge, make decisions, and see the outcome of their hypothesis” (Pitler, Hubbell, Kuhn, & Malenoski, p. 212). 

While the “Generating and Testing Hypothesis” technology tools mentioned above create interactive learning environments they also correlate with the constructivist/constructionist learning theories.  Each strategy allows students to reflect on their individual schema to understand meaning, which is rooted in the constructivist learning theory.  Each strategy also allows students to create new products while participating in each activity.  However, the real learning occurs when students share their artifacts with others (Thurmond, 1999).  Dr. Orey discussed the significant role that Power Point presentations can have in the classroom due to the opportunity that it provides for students to orally present their findings (Laureate Eduation, Inc., 2010).

While constructivism is a theory of knowledge, constructionism is a theory of learning.  In combination, these theories require active learning experiences that engage learners in a way that helps them “understand, apply, and retain information” (Laureate Education, Inc., 2010).  The “Generating and Testing Hypothesis” technology tools and Power Point software assist learners by providing active learning experiences by building on individual schema’s and encouraging students to create and share new artifacts.

References:

Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 7: Constructionist and Constructivist Learning Theories [Webcast]. Baltimore: Author

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

Thurmond, AnnMarie. (1999, May)  Seymour Papert and constructionism.  ITEC 800 Final Project. As retrieved from http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/defconstructionism.html

Cognitive Learning Theory

Dr. Orey mentioned that cognitive learning theories help students “understand, retain, and recall information” (Laureate Education, Inc., 2010).  This week’s resources analyzed two technology-based instructional strategies: cues, questions, and advance organizers and summarizing and note taking. 

While grounded in the cognitive learning theories, the cues, questions, and advance organizers strategies assist students while they “retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, p. 73).  Advance organizers created through Microsoft Word, spreadsheet software, or organizing and brainstorming software help students organize important information while incorporating cues, nodes, and essential questions, which help produce deeper learning (Pitler, Hubbell, Kuhn, & Malenoski, p. 2007).  Concept maps created through organizing software allow teachers to take a direct approach in previewing content for students by incorporating cues (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Dr. Orey explained that organizing information helps students create a visual network model of memory, allowing students to store the information in their long-term memory (Laureate Education, Inc., 2010).  In the past, I have used concept maps to help students brainstorm for writing assignments; however, students developed their own graphic organizers.  I would like my students to utilize a software program to develop their brainstorm assignment, and export it as an outline to assist them in the writing process (Laureate Education, Inc., 2010). 

Summarizing and note taking strategies “focuses on enhancing students’ ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, p. 119).  These strategies offer a variety of technology-based tools to help facilitate learning.  Along with virtual field trips, summarizing and note taking tools such as multimedia and communication software tap into the episodic memory in the long-term memory by providing exciting new experiences for student learning (Laureate Education, Inc., 2010).  Tools such as Microsoft Word, and organizing software allow students to represent information through text and images, which are grounded in Paivio’s dual coding hypothesis (Laureate Education, Inc., 2010).

There are a variety of cognitive learning tools that help facilitate student learning by encouraging students to make connections and organize new information.

References:

Laureate Education, Inc. (Executive Producer). Program 4: Cognitive Learning Theories [Webcast]. 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.

Amanda Skilliter

Learning Theory and Technology in Education

 Hello Everyone,

After analyzing two strategies addressed in Using Technology with Classroom Instruction that Works, I learned about the correlation between technology and strategies that reflect the behaviorist learning theory.  Behaviorists focus on external, measurable behaviors and believe reinforcement and punishment manage the skills, behaviors, and knowledge of others (Lever-Duffy & McDonald, p. 15).  I discovered that behaviorism and technology are embedded in the two strategies, reinforcing effort and homework and practice discussed in the text, Using Technology with Classroom Instruction that Works.

            Behaviorism and technology are reflected in learning strategies that encourage the connection between a student’s effort and achievement.  The “Reinforcing Effort” chapter in the textbook suggests teachers stress the importance of effort and encourage students to keep track of their own effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, p. 156).  Students tend to connect their success or failure with external factors, and in order to change a student’s frame of mind, teachers must educate students on the connection between effort and achievement because it is not an innate characteristic (Pitler, Hubbell, Kuhn & Malenoski, p. 156).  The textbook suggests teachers encourage students to keep track of their own effort and achievement through the use of rubrics or spreadsheets designed with the use of technology.  I prefer the use of a rubric as a self-evaluation strategy for students.  Using self-evaluation strategies helps students make direct connections between their behaviors and achievement.  Through the use of a rubric, students take more responsibility for their actions and see the direct correlation between their achievement and effort.

            Behaviorism and technology are also reflected in homework and practice strategies described in the textbook.  Dr. Orey (2010) explains the connection between “skill and drill” strategies and behaviorism, which is reflected in the homework and practice strategies in the text.  The “Homework and Practice” chapter describes strategies that use various technology-based programs and websites to help facilitate learning while reflecting the behaviorist learning theory.  Such programs and websites provide automatic, timely feedback that helps students become more proficient in their skills (Pitler, Uhbbell, Kuhn & Malenoski, p. 188).  However, I believe these programs should be used as remedial tools to help reinforce a concept, not as the primary learning tool.  As a Language Arts teacher, I found the use of Microsoft Word as a research tool most interesting.  While word processing is the most common use for the program, Microsoft Word is an application that narrows the results of a search better than an application such as Google (Pitler, Uhbbell, Kuhn & Malenoski, p. 189).

Prior to this week, I believed the only use of the behaviorist learning theory was through classroom management plans.  However, now I understand the significant role this learning theory has in schools today.  Through the use of various technology tools, teachers also incorporate behaviorism in their classrooms everyday.  I hope to utilize many of the technology-based strategies discussed in the class text to help facilitate learning in my classroom.

References:

Laureate Education, Inc.  (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. 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, Inc.

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

Amanda Skilliter