Final Reflection (6711)

            As this course nears the end, I have taken some time to reflect on how to effectively and appropriately integrate technology into my classroom.  In week one, we discussed our personal theory of learning based on both learning and instruction theories. After further investigation during this course, it became evident that the two are more intertwined than I had originally discussed.  Learning theory omits external environment and examines the way a student thinks while instructional theory study’s what you can do to change or adapt the environment to assist or facilitate student learning (Laureate Education, Inc., 2011b).  For example, a learning theory such as behaviorism utilizes conditioned response where the brain seeks to make connections and meaningful patterns (Laureate Education, Inc., 2011a).  Instructional theories, like constructivism, place the learner in the environment to learn via the process of discovery.  In my opinion, it is this process of discovery where learners make connections and establish meaningful patterns such as those required in learning theories.  It is this reason why my instructional practice will include an increased proportion of constructivist/constructivist activities.

            My instructional practice and tactics will focus on how create an experience that better enables my students to make the connection their brains seek.  One technological tool that will greatly enhance this ability is concept mapping software.  To better explain the benefits of this technology tool, I defer to a portion of my third week blog.  It states:

Concept mapping organizes an incredible amount of knowledge to assist in creating connection between working memory and long-term memory (Novak & Cañas, 2008).  Learners who participate in concept mapping are creating a document to follow ideas.  Each idea or concept links to another concept that takes on characteristics similar to that of a flow chart.  Those learners who strive to construct quality concept maps have demonstrated that they are actively engaged in the creative process (Novak & Cañas, 2008).  This creativity enables students to utilize their “experiences and learning strengths in the process of constructing knowledge” (Orey, 2001).  By participating in the construction of their own knowledge through the experience of concept mapping, students again make connections in working memory that are easily retrievable in reinforced long-term memory.

            Additionally, I would like to incorporate the use of a wiki for unit and semester exam reviews.  While not a particular technology we studied in this class, it best suits my desires to infuse constructivist/constructionist into my instruction.  By developing a wiki, students will not only be able to learn from one another about challenging content, but I would also be able to use it as a check for understanding and perhaps a formative assessment.  Depending on the dialogue in the wiki, I could simply adjust their classroom instruction to address learning gaps in content.  The end product is a useful unit exam reviews developed by the students themselves.

            To strategically implement these tools as my long-term classroom goals, each semester students will be divided up into two cooperative learning groups who are assigned as task-masters for each unit.  These teams will be responsible for creating the entire class’ unit review; one in charge of the concept map and one in charge of the wiki.  Each group will be given a mandatory list of topics to cover within each unit where both will be posted and utilized on the wiki.  As one could imagine, the task-masters will need to collaborate effectively to ensure equitable coverage of unit content.

Ensuring equitable participation in this activity calls for employing safeguards that address equity in time, ensuring collaboration and how to effectively evaluate student learning.  In an effort to accommodate those students who do not have access to technology at home, I would set up a schedule in the beginning of the semester for different teams to sign up for their unit review.  The idea is one unit is assigned to one team of task-masters.  Hopefully with enough notice, students would be able to plan accordingly and use the schools resources.  If not, I may have to assign class time. 

Being a math teacher, my instructional tools have typically used pencil and paper to solve problems,  As one can imagine, incorporating technology as part of math content has become increasingly difficult for me.  My content area has never fully appreciated the utility of technologies such as VoiceThread and virtual field trips, but lends itself more to graphing calculators, spreadsheet analysis and interactive whiteboards.  My challenge is how to motivate students to use technology while learning a content area that is historically pencil and paper based.  The most important information gained out of this course for me was directing my classroom to become more student-centered where students build their knowledge to make connections.  Hopefully I can incorporate technology effectively enough to support such tenets.

Laureate Education, Inc. (Producer). (2011a). Program one: Understanding the brain [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 three: Instructional theory vs. 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

Novak, J. D., & Cañas, A. J. (2008).   The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.  Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf

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

 

Homework Completion VoiceThread

http://voicethread.com/share/2302139/

Connectivism and Social Learning in Practice

             Social learning theories place emphasis on context and culture as students engage in constructing knowledge and understanding with those around them (Laureate Education, Inc., 2011a).  Of particular interest in education are two social learning theories that we studied in class this week.  One is constructivism that states “learning is the act of constructing knowledge, making meaning, and making sense of the world” (Laureate Education, Inc., 2011b).  The second is connectivism where learning is the process of forming networks in which knowledge resides within the patterns of adjoined concepts (Laureate Education, Inc., 2011b).  This week, I will describe how these two social learning theories correlate with current instructional strategies that involve today’s technology.

                Collaboration and cooperative learning are amongst the instructional strategies used to support the tenets of social learning by submersing the learner in a context where those who participate create meaning through their interactions with other members of their group (Orey, 2001).  Both operate from a constructivist vantage where learners construct knowledge based on their understanding about what occurs in social situations (Orey, 2001).  While seemingly difficult at first, technology can greatly assist in facilitation of such an instructional strategy.  For example, multimedia projects are a natural environment for this type of project (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Kids work collaboratively to create a documentary or narrative as a finished product. In the process, members of the project add their strengths to assist and guide fellow members while supplementing their own content deficiencies.  Those who participate gain not only the knowledge they discover, but the knowledge other members of the group discover as well.        

                Collaboration and cooperative learning strategies also support the ideology of connectivism by utilizing the vast internet network where an overabundance of information is available to all who choose to learn (Laureate Education, Inc., 2011b).  Communication software such as blogs and wiki’s can assist in collaborative efforts where students use the technology to “bounce” ideas off of one another to reach a common goal (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Learners rely on this positive interdependence not only to use the network of information to find a solution to a problem, but they use the blog or wiki as a tool to convey what they have learned to other group members.  We use this technology as part of our everyday culture.  Consider the impact Facebook or Twitter has had on our society. Think of those times when you had a problem or issue and asked for help through one of those venues.  There was immediate response from your “friends” about how to remediate your situation.  Think about how businesses use Skype to video conference with clients and colleagues.  This response to the utility of communication software definitely indicates that our society supports both collaborative and cooperative learning.  Academia should be no different.  Additionally, this technology can be used to foster a partnership with other learning communities outside of our classroom.  Resources such as educational websites will only further make connections to new perspectives, information, and vantage points.

                All things considered, I believe that social learning theories such as constructivism and connectivism are supported by instructional strategies such as collaborative and cooperative learning.  Important to the success of these instructional strategies are the technological tools to help facilitate the most effective implementation.  Sure, I agree that using these technologies and strategies may take a little additional work preparing and planning the lesson.  In fact, it may even seem like you are a first year teacher again, but that may not be such a bad thing.  Beginning a new adventure by challenging ourselves and tired and worn out strategies that have lost their effectiveness and social momentum only helps us become better teachers, and ultimately creates better students in the interim.

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 nine: Connectivism as a 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

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

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

Constructivism/Constructionism in Practice

                According to the tenets of constructionism, our job as teachers is to effectively engage students in the process of creating an end product or solving a real-life problem (Laureate Education, Inc., 2011).  When faced with this challenge, teachers must conduct activities in their classroom that foster collaboration amongst learners, in-depth discussion/inquiry/investigation, data collection, dialogue regarding overall goals, and presentation skills of final results (Orey, 2001). To accomplish such a task, both teacher and student alike can benefit from using technology that appears to be embedded within constructionist instruction strategy.

                To employ said constructionist strategy, teachers must first find ways to structure classroom tasks that guide students through a project/problem-based activity where learners help to assess, analyze, and solve a real-life problem (Orey, 2001).  By generating and testing their own hypothesis, students are more apt to perform systems analysis, problem solve, investigate historical data, invent, experiment and finalize decisions regarding discovered outcomes (Pitler, Hubbel, Kuhn, & Malenoski, 2007).  In an effort to expedite the creation and completion of such a lesson, teachers must also recognize the benefits of current technology and use them effectively within the lesson.

                Data collection tools help both investigate empirical data and assess historical data.  The importance of researching is to establish/generate a feasible hypothesis.  Historical data can be easily found using the internet to research information while scientific probes that sync with computers are used to collect and investigate new data.  Both types of technologies are most effective for learners when generating a foundation for hypothesis. 

                Analysis tools such as Microsoft Excel and Access make effective use of the data collected using the technologies described above.  Both can have a significant impact organizing the data that is collected.  Whether it is determining a percentile change or creating a graph to analyze visually, these two examples of spreadsheet software can be incredibly helpful when structuring and representing numbers for analysis.   

                Lastly, resources such as data simulators can be used to test and re-test hypothesis as data is collected.  Simply input the latest data and assess whether it matches the outcome of a hypothesis.  When an outcome does not align with the original hypothesis, students can investigate the reasons why.  More importantly, students can revamp their original hypothesis and run the test again to determine if the modifications had any impact on outcome.

                These tools help to organize data analysis, gain new data and information, and ultimately test hypothesis.  Through a constructionist project/problem-based learning strategy, teachers who use these tools and technologies inspire students to create and build new meaning.  Up front, constructionism lessons may require more innovation and creativity from the teacher to help guide students.  On the back end, these efforts by teachers indirectly trigger intrinsic motivators of their unknowing students.  While a departure from a standard lecture-style classroom, constructionism engages students to become their own teacher through hypothesis generation and testing.  I couldn’t think of a better way to have students not only discover content, but discover their potential as well.

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

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

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

Cognitivism in Practice

           Cognitive learning theories are best utilized by knowing the characteristics of long-term and short-term memory.  According to Dr. Orey, long-term memories are stored in networks of information constructed using pieces of short-term memory (Laureate Education, Inc., 2011a). Through elaboration of content, teachers strengthen these connections in learners and eventually build what we know as long-term memory.  In short, the more connections made between short-term memories, the better long-term memory a learner will have.

            Short-term memory can only process about seven pieces of information at a time (Laureate Education, Inc., 2011a).  While commonly called working memory, there are three types of short-term memory.  The first is declarative memory.  The primary role of declarative memory is to rote memorization of facts and information.  The second is procedural memory.  This short-term memory tells you how to do things such as being able to chew gum and walk at the same time without problems.  The third is episodic memory which is tied primarily to events in your life.  If an event has a lasting impression on a learner, the learner is more apt to remember the personal experience and store it away for future use.  Episodic memory is also closely tied to the dual coding hypothesis where information can be stored as images and text at the same time.  In extreme cases, dual coding can include smells paired with memories as well. 

            For the purpose of synthesizing cognitive learning and instructional strategy, episodic memory and dual coding assist in discovering the academic value of virtual field trips and concept mapping.  The first, a virtual field trip, create episodes or experiences for the learner (Laureate Education, Inc., 2011b).  By utilizing the brain’s dual coding ability, the pictures viewed in a virtual field trip immediately creates a long term connection for the learner.  Virtual field trips also offer the opportunity for learners to compare other sources of information to confirm its validity while simultaneously engaging students in critical thinking.  Any which way you look at it, virtual field trips trigger an immediate connection in working memory that is easily retrievable and if reinforced can sustain in the learner’s long-term memory.

            The latter, concept mapping, organizes an incredible amount of knowledge to assist in creating connection between working memory and long-term memory (Novak & Cañas, 2008).  Learners who participate in concept mapping are creating a document to follow ideas.  Each idea or concept links to another concept that takes on characteristics similar to that of a flow chart.  Those learners who strive to construct quality concept maps have demonstrated that they are actively engaged in the creative process (Novak & Cañas, 2008).  This creativity enables students to utilize their “experiences and learning strengths in the process of constructing knowledge” (Orey, 2001).  By participating in the construction of their own knowledge through the experience of concept mapping, students again make connections in working memory that are easily retrievable in reinforced long-term memory.

            Knowing a little about the principles of cognitive learning theory can greatly enhance any teacher’s instructional repertoire.  Knowing firsthand how both short-term memory operates and how long-term memory is created soon becomes priceless information for any instructor trying to gain the most for their students.  After examining what my goal was in this blog, I suppose the experience of synthesizing this week’s resources could be considered cognitive learning in itself… but I will let you be the judge of that.

Laureate Education, Inc. (Producer). (2011a). 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

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [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

Novak, J. D., & Cañas, A. J. (2008).   The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.  Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf

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

Behaviorism in Practice

This week, I have been asked to analyze how instructional strategies such as reinforcing effort and homework/practice correlates to behaviorism.  The following is a summary of concepts I discovered while researching trends in education.

Behaviorism places emphasis on the stimulus-response associations made by a learner (Orey, 2001).  Traditionally in education, a system of consequences in the form of reward and punishment were utilized by those in support of behaviorist theory.  Amongst the rewards a behaviorist supports lies positive reinforcement (Orey, 2001). 

Positive reinforcement can take place in many forms.  One particular way is to positively reinforce the effort of a student.  Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that not only do students fail to fully realize the importance of their effort, but students can learn the importance of effort even if they did not realize its importance in the first place.  Recommendations to assist students in learning the value of effort often reflect attempts to have students realize outcomes.  One way is to have students keep track of their effort using a spreadsheet software or rubric.  Another is to demonstrate the effects of effort via data collection tools or a community website bulletin board where students can track performance.  Both reassure students that they can succeed by witnessing their individual progress in a more concrete, black-and-white medium (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Behaviorists, however, believe in more than just consequences.  Behaviorists such as James Hartley also believe that frequent practice helps learning and that learning is accelerated when objectives are clear (Smith, 1999). 

Mastering a skill requires a great deal of practice (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When designing practice, teachers are urged to not only set aside time for students to hone their skills but teachers must structure such assessments that focus on speed, accuracy, and retain skill specificity (Pitler, 2007).  By using such tools such as educational multimedia software, teachers can narrow down the types of skills they desire of students and actively engage students.  These web resources not only allow students to practice concepts, but they enable students to practice from remote locations.

With respect to homework, Pitler, Hubbell, Kuhn and Malenoski (2007) suggest that the purpose of homework should be identified and well-articulated.  By designing assignments that clearly communicate purpose, students will be certain to produce work that a teacher expects.  When quality work is submitted, positive reinforcement can help bolster student achievement.  Additionally, teachers could use rubrics and web resources as exemplars of high caliber work.  By using exemplars, teachers assist those students who need more concrete examples about how to fully complete an assignment.

While I am sure that there are many more resources available for teachers to use to reach their students, I hope this has helped to enlighten the reader about behaviorism with respect to instructional strategies.  Remember although one strategy does not work in all situations, knowing a few more can only further assist our students succeed.  I know of no other greater purpose of our profession.

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

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

Smith, K. (1999).  The behaviorist orientation to learning.  In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm