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

Welcome to my blog. I am looking forward to sharing with and learning from you guys.

Reflection

This course has helped me to develop my technology skills in many ways. I am now aware of the wide range of learning that can take place using technology. I also learned that I should not approach technology with cynicism, but with the hope that it gives many different ways for all of my students to learn.

My perspective is changing from that of a teacher-centered environment to one that is learner centered. Students are now sharing in their own learning. They have different opportunities to share their thoughts with each other and with me. They are also working collaboratively in groups of two or more. Although this type of learning environment is less quiet, I am realizing that learning does happen in different ways.

As the learning environment is changing, so is my approach to gaining knowledge. I am constantly looking for new ways to gain knowledge and in turn help my students to be interactive learners. Technology is one of the greatest ways that this interactivity can benefit the learners in my classroom. They can use the technology that is available to them in school to master the high standards that are set for them.

Two long term goals that I have set and will accomplish within the next two years are having a technology friendly classroom and becoming more of an expert of technology integration into the learning environment. As I complete each of my classes, I am becoming aware that the needs of my students are different. Currently, most students are more advanced in regards to technology usage, so their classrooms must therefore become a place where they can use various technologies to learn.

After looking back on the checklist for this course, I see that I am only utilizing a few of the practices and the skills that were mentioned. As a constant learner, I know that I will eventually be able to check “yes” for all or most of the practices and skills listed on the checklist.

21st Century Skills Website

The website is not very colorful and it lacks any form of animation. After careful appraisal, it becomes obvious that the presenters are only interested in presenting specific information to readers. They the subjects that they believe all students should be able to master, and they also give the reader ideas on the importance of the 21st century skills.


They seem to have many influential companies that are supporting their ideas. They listed their “Strategic Council Members”, and some of the names on the list were surprising. At the same time, I can see why some of these members wanted to be apart of this initiative. For example, the Walt Disney Company was one of the members and this is a company that seems to always go above and beyond what is expected with its technology usage. So, wanting a work force that will be capable of continuing such creativity is definitely understandable.

I am in agreement with the information that I saw on the site. I especially agree with the idea that Life Skills are necessary and should be integrated into the current curriculum. These skills are necessary for the economic future of students and the ones that do not learn these skills will have some difficulties later on.

If schools can find a way to integrate the 21st century skills into their curriculum, students will graduate with confidence in their abilities. They will have the knowledge that they will be able to compete for any job, anywhere in the world. As for teachers, we will adjust as usual.

Personally, I have created a blog and have started blogging.  I must now find different ways to integrate blogging into my classroom setting. A blog can be used in my Language Arts class as an outlet for students to share their thoughts and ideas on the novel that they are currently reading and the other novels that they will read throughout the school year. As they share, they will be able to facilitate their own learning by questioning each other. They will also be able to clear up any misunderstandings that each of them might have.