Considering the Principles of Constructivist/Constructionist

Excel spread sheets, Power Point presentations, Web quest, internet research, wikis blogs, podcasts, and more can be used to help students have a deep and meaningful educational experience. All of the programs and resources can be used quite effectively to enhance constructivist/constructionist learning theories.

Spread sheets help students collect and analyze data as well as produce non-linguistic visual aids. Power Point provides students with professional looking artifacts that can then be used for assessment purposes as well as learning tool. WebQuests were one of my favorite new discoveries this week. I found a WebQuest at http://webquest.org/index.php that pertained to my discipline choir. I had been thinking this entire week how could I build a technology based project for my choir students, when I came across this WebQuest http://tli.jefferson.k12.ky.us/EDTD675Projects/Waiters/WaiterWQ/concert.htm .
The teacher basically planned a project that had the students construct a concert, from choosing a theme, to researching the appropriate music to fit the theme. They also were instructed to consider their performers needs considering their level of ability and their age before choosing songs. They also had to design a program with program notes which provided an assessable artifact. The teacher also provided a list of resource links and even wrote out how the students should process through the project. She gave her students a well organized project with a clear objective that encouraged analysis, problem solving, investigation, invention, and decision making. All of these tasks are part of “Generating and Testing Hypotheses,” included in this weeks resource from the book “Using Technology with Classroom Instruction that Works” chapter 11(Pitler, 2007).

References:

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

Application Week 3 ~ Cognitive Learning Theory in PracticeInstructor: Kathryn ArnoldEDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

If I have not mentioned it before, I teach choir, and I know that my subject does not demand a lot of respect in the world of education. However, I know that years from now my former students will remember their Spring Cabaret performances and forgotten the names of the state capitals. My students spend months organizing and rehearsing for this event they are immersed in the experience and consequently long term memories are formed during the process.

Long term cognitive memory, is at the center of what we are studying this week, the theory of cognitive learning skills.
Basically the more organized and varied the cognitive input a learner has on a given subject the more mental connections are made and the better the learner’s retention of that subject material. Dr. Orey states this about cognitive tools, “Their roles allow students to interact with information in order to acquire, synthesize, create, and share knew knowledge”(2007). Therefore, using tools such as cues, questions, advance organizers, multimedia, note taking etc. all help students make multiple and varied mental connections that help them synthesize new knowledge.

References:

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

Behaviorism In Practice

Application Week 2 ~ Behaviorism in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

According to behaviorists, the learner acquires behaviors, skills and knowledge in response to the rewards punishments or withheld responses associated with them” (Lever-Duffy, 2008). With that thought in mind how does behaviorism relate to reinforcing student effort and the practice of homework?
Reinforcement is some times need to encourage student effort, especially when a student is not intrinsically motivated to participate and practice the skills of a given subject. Therefore, motivating students through games and technologies that incorporate behaviorist theory of positive reinforcement can help motivate students to spend the necessary amount time practicing a given skill to help them reach proficiency. There are many web sites that can be resourced to aid the effort of student motivation, http://www.brainpop.com; www.iknowthat.com; and www.explorelearning.com; (Pitler, 2007) http://www.webmath.com/k8drill.html; http://englishgrammar101.com; http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding just to name a few. I must however agree with Dr. Orey from Walden University Laureate videos (2009), using only drill and practice oriented technology to further student learning falls short of the goal of creating intrinsically motivated life long learners.

References:

Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: 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 that works.