Constructionism

The constructionism theory states that students who are actively engaged in learning and later build an artifact which they will share with others are forming ideas during this learning process (Orey, 2001). Therefore, when students are generating and testing hypotheses, they are engaging in higher level thinking. This is great because it is not the regular pencil and paper activities. These students are also doing hands on activities when they collect data and then analyze it. During the analyzing of data, the students can then use technology to aid them during their search for answers. A great example of technology assisting students is the usage of a spreadsheet software. In this instance, students get a chance to “manipulate the spreadsheet, consider graphical patterns, and test their predictions by receiving quick feedback on multiple scenarios” (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Although the students will not be creating the spreadsheet themselves, they are still actively engaged in adding data and then deciphering the results. Basically, students did learn if they can later produce an artifact that they have created after they were taught a new concept

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.

Cognitive Learning

When teachers implement certain strategies such as using cues, questioning and utilizing advance organizers with the help of technology in the classroom for learning, students will be engaged in lessons that are exciting and interesting. Additionally, they will not only be able to learn new concepts from hearing and seeing them but also from the interaction that these types of learning strategies will involve.

The implementing of strategies such as cues, questioning and advance organizers are used in the classroom with the help of technology, these strategies become great examples of cognitive learning theories in practice. Dr. Orey stated that Cognitive Learning Theories “revolve around information processing” (Laureate, 2009) so, when students use the strategies above, they are engage in lessons that will allow them to make strong connections which will later cause the information learned to stay with them. These students are also engage in the lessons because of the images that are being created through the lessons.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author

Behaviorism in Practice

There are different avenues to achieving success, but the child or adult who wishes for it must be willing to put forth effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.155). If a child wants to be successful but have the wrong ideas about how to achieve it, teachers can teach them about it with various types of technology.

According to the authors of, Using Technology with Classroom Instruction that Works, a spreadsheet can be one of the many tools which can be used to teach students about the importance of effort. Using this strategy with middle school students could benefit them greatly. For example, I have seen how students can make improvements on test scores or even their behaviors when they are given immediate feedback with a visual representation. They have a chance to see and then talk about what lead to them to a specific outcome and what they can do differently the next time around. They then will have many opportunities to practice the behaviors that will lead to a positive outcome. In this instance, these students want to be successful and are willing to work at it.

This is a great example of how the principles of the behaviorist learning theory correlate to an instructional strategy. Positive behaviors are being reinforced and this will lead to the success of the students who are involved.

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

Bridging Learning Theory, Instruction, and Technology

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