Social learning at Work with Technology

Social learning at Work with Technology

Social learning theory suggests that students are actively engaged in constructing something while conversing with other students about the project at hand. “It is the conversations that help these students to comprehend the information.” (Orey, 2010)

When students work together they build self esteem and confidence by teaching each other and getting validation of their answers from their peers. (Orey, 2010)  This plays an important role in learning as students must be able to apply what they have learned before they can teach it to someone else.  As Dr. Orey states and I tell my students every day, “The best way to learn something is to teach it to someone else.”

Cooperative learning

Technology can play a unique role in cooperative learning by facilitating group collaboration, providing structure for group tasks and allowing members to communicate even if they yare not working face to face. (Pitler, Hubbell, Kuhn & Malenoski, 2007)  Implementing the construction of a “voice thread” in small groups would support social learning by allowing students to work together while using conversation to construct a voice thread on a particular subject.  This method also provides each group with the ability to communicate over the internet at any time, in any part of the world, with out the need of being face to face.  Students created multimedia is a natural environment for cooperative learning.  In order form cooperative learning, each student needs to be assigned a specific role or responsibility. Otherwise, there can be students that take a back seat to the assignment. “Creating a multimedia project is a multipart task that requires many roles and responsibilities.” (Pitler, Hubbell, Kuhn & Malenoski, 2007)  The use of a grading rubric is one of the most effect ways in which a teacher can monitor student achievement with in a group. “Advanced organizers help to guide students through the learning process.” (Pitler, Hubbell, Kuhn & Malenoski, 2007)  

“Cooperative learning is not so much learning to cooperate as it is cooperating to learn.” (Pitler, Hubbell, Kuhn & Malenoski, 2007)   Now more than ever students can work together on a project that they can collaborate with other students from around the world.

21^st century learners have the ability of receiving wide variety information, the key is teaching students how to filter the good from the bad.  “The internet gives students access to experts in nearly any subject area.  There are many Ask the Expert web sites that are devoted to answering student questions.” (Pitler, Hubbell, Kuhn & Malenoski, 2007)  

I see cooperative learning and the social learning theory as one of the most efficient and effective ways for students to learn.  This method promotes positive reinforcement, responsibility and accountability, construction of an artifact that they are able to share with others.

References

Laureate Education, Inc. (Producer). (2010). Social learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.



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

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Technology and Constructionism

Constructionism asserts that knowledge is not simply transmitted from teacher to student, but is actively constructed by the mind of the learner. Constructionism suggests that learners are particularly likely to create new ideas when they are actively engaged in making external artifacts that they can reflect upon and share with others. (Thurmond, 1999)  By incorporating technology to support our learners as designers, for example, helping them create their own video games, robots, and websites we will allow them to create new ideas that they can share with others while being active participants in the learning process.

Another critical aspect of the constructionism theory is that the teacher ask more as the facilitator in this environment. Most of what I teach is project based. I find that when students get stuck, they want the problem solved for them, rather than engage in any sort of critical thinking or problem solving. I make a point to encourage critical thinking and problem solving in every lesson. My students need this now more than ever. This environment definitely promotes the use of these skills and should be incorporated as much as possible.

When students generate and test hypothesis they are engaging in complex mental process, applying content knowledge, and enhancing their overall knowledge of he content. (Pitler, 2007)  This strategy fully supports the constructionism learning theory by actively engaging students in a project that incorporates the use of a variety of tasks which

allows for the construction of an artifact they have the ability to share with the class.  “When teachers vary the processes in their classrooms, they are following the classroom recommendations that their students be engaged in different types of hypothesis generation. (Pitler, 2007)

Thurmond suggests that learners are particularly likely to create new ideas when they are actively engaged in making external artifacts.  The use of data collection usually answers some questions and generates new ones. “Using data collection tools enables students to see the bigger picture and recognize patterns.” (Pitler, 2007) Data collection can involve, research, cooperative learning, graphing, charts, analyzing, comparing and critical thinking.

Using this type of educational technology brings together the fundamentals of the constuctionism theory of active engagement, problem solving, critical thinking and the creation of artifacts.

References

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.

Thurmond, A. (1999, May). Seymour papert & constructionism. Retrieved from http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

Cognitive Learning and Technology

Cognitive Learning and Technology

Cues, questions, advance organizers, summarizing, and note taking are examples of cognitive learning theories that are used in 21^st century classrooms. “Asking students to use background knowledge to answer essential questions aligns with research showing that higher order questioning produces deeper learning.” (Pitler, 2007) Using a KWL chart would be a good technique to use in order to illicit inferences from students.  Using cues in the classroom may be introduced in various forms such as, movies, multimedia presentation, books or web sites. “When a teacher provides cues and questions, students will have a clearer understanding of what they are going to learn.” (Pitler, 2007) Implementing Virtual Field Trips is an excellent way to introduce a new concept to your class. You can incorporate sight and sound into your lesson. Auditory learners have the opportunity to pause and rewind over and over in order to gain a better understands of the material presented.  Cue’s and questioning are essential pieces of cognitive learning process.  It helps students to focus on the material and helps them to probe for a deeper understanding of the information at hand.

Advanced Organizers

Concept maps are an excellent tool to aide students in organizing their thoughts and ideas.  These are particularly useful when introducing a new concept. Concept maps are an excellent medium for visual learners by providing them with graphical representations of the content, therefore allowing the learners to make better connections. “In the process of cognitive learning, it is understood that organizing and providing visual representations of information helps learners make connections between ideas.” (Laureate, 2008)  Using rubrics as a graphic organizer will prepare your students for what they are about to learn.  It will help them to focus them on the critical aspects of the lesson. “Rubrics are excellent organizers because they prepare students to apply their abilities, knowledge and critical thinking skills.” (Pitler, 2007)

Multimedia

Using multimedia tools as an advanced organizer for many students is very effective because it helps them to activate prior knowledge and develop mental model to help them understand new information. “Studies have shown that students who were given a PowerPoint advanced organizer to help articulate a lesson retained more information than those who did not receive this type of multimedia experience.” (Pitler, 2007)  Using multi-sensory aides, enables learners activate their prior knowledge about a concept.

Summary

Cues, questions, advanced organizers and multimedia are all key elements in the learning process.  They all tap into the sensory registers by using auditory, visual and tactile senses. “By integrating multiple senses in presentation improves learning.” (Orey, 2002) 

By integrating these tools into our lessons promotes elaboration, or making as many connections as possible for a greater understanding. “Elaboration is the primary mechanism for storing information into long term memory.” (Orey, 2008)

References

Laureate Education, Inc. (Producer). (2008). Program five: Cognitive learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

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

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 10, 2010 from http://projects.coe.uga.edu/epltt/

Behaviorism & Technology

Behaviorism Practices
 In this week’s learning resources Dr. Orey discusses how behaviorism revolves operant conditioning. Operant Conditioning has 2 important mechanisms, reinforcement and punishment.  Using these mechanisms in the class room to control desirable and undesirable conditions can be effective if you use positive reinforcement has the main mechanism. “The more powerful of the two mechanisms is positive reinforcement.”  (Orey, 2008) I use Operant Conditioning every day at the beginning of class.  My students line up outside my room, they know when they are quiet I’ll let them in.  They now to come in quietly, log into their computer and start the do now assignment on the board.  I use positive reinforcement by thanking them for lining up appropriately and remaining quiet and on task during the do now assignment.  By focusing on the students that are doing what they are supposed to, rather than on the students who are off task or misbehaving, I allow positive reinforcement to be the main mechanism to acquire the desired behavior.
Another way to use behaviorism is through the use of behavior contracts and daily behavior goals.  An example of using positive reinforcement through the use of daily behavior goals would be to use an empty jar and add marbles to the jar when the desired behavior is attained. You can say when the jar is full you will receive your reward.  I have heard of some that take marbles out, when there is an undeliverable behavior.  However, by doing this you are putting the focus on the negative behavior which in the long run will be less effective.

Tutorials and Drill and Practice
Using tutorials and drill and practice programs can be very useful. Programmed instruction has demonstrated it’s effectiveness in the classroom when “the remediation activities are minimally incorporated.” (Orey, 2008)  If teachers are able to incorporate these types of programs with other meaningful activities, this will greatly enhance the overall effectiveness of the programs.

Homework
“Homework and practice give students a chance to review and apply what they have learned.” (Pitler, Hubbell, Kuhn, Malenoski, 2007) This theory works when the home work that is given has meaning, is reviewed by the teacher the next day and ideally there should be a parent or guardian involved at home. I see more and more students not completing homework or a lack of effort when there isn’t an adult at home to oversee their assignments.  Also this allows for multiple exposures to a concept which will deepn their understanding.  “Typically students need about 24 practice sessions with a skill in order to achieve 80% competency.” (Pitler, Hubbell, Kuhn, Malenoski, 2007)

Technology & Behaviorism
The most interesting example of technology and behaviorism used in these week’s resources was the teacher that used Microsoft Excel to graph the correlation between effort and their grades.  By doing this, she was able to show them graphically that their grades would improve as their effort increased.
When behaviorism and technology are used to stress the positives rather than the negatives, the likely hood of acquiring the desirable behavior will increase.  If we can demonstrate our students that effort, is the key to success because it is the only variable that they can control, we should be able to achieve success in our classrooms.

Resources

Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: 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.  Retrieved October 30, 2010 from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603750/Ch1_Excerpt.pdf.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.