Constructionism

Technology and Project-based Approaches

Research indicates that students achieve learning best (constructivism - constructivist) when they are active members within the learning process (e.g., doing, exploring, and observing). Therefore, the instructional strategy must focus on all the things that students must know and understand (Glazer, 2001; Han & Bhattacharya, 2001; Laureate, Inc., 2011). For example, terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events. The constructionist approach can stimulate students to be active agents in the construction of their knowledge based on personal and real world experiences (Laureate Education, Inc., 2011; Glazer, 2001). This links to the constructivism theory discussed by Dr. Orey. This theory focuses on the way (constructionist-constructionism) students acquire learning (Laureate Education, Inc., 2011). Dr. Orey also noted that the constructionism theory is based on the principle that students acquire knowledge best through building things that they can share, showcase or the use of an external artifact. Thus, applying the constructivist and constructionist approach will empower me to provide multiple ways to help my students with 21st century skills to function in the structure of the Age of Industrial and beyond the Information Age (Laureate Education, Inc., 2011). I think that project base learning, (e.g., research and or problem solving) is essential in terms of connecting to students’ daily lives. The use of technology resources (e.g., software applications, online resources, clickers, laptops and IPads) across the curriculum is ideal in reinforcing prior knowledge to connect to new knowledge (Han & Bhattacharya, 2001). Recently, when teaching about Native Americans I facilitated my 4th graders with a web-quest exploration to help them with understanding how topography and natural resources affect the culture of a region. Students use a web-quest entitled Native American Tribes and Regions (http://teamstraus.com /Native%20American%20Webquest.htm) to research about Native Americans tribe and regions. This website provides an introduction, task, team assignments, key questions, implementation and evaluation.

To facilitate my students with understanding what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. I believe for teachers to navigate through the looking glass to a world where high-tech tools for learning are expectations are no longer an option. More importantly, this belief has made me mindful and has made me rethink my teaching practice. I must shift gears and modify the curriculum as needed to meet the learning demands of my diverse learners (Laureate Education, Inc., 2011). Without a doubt, this will mean teaching students to make connections and retain information (Laureate Education Inc.2011a).

References


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

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Laureate Education, Inc. (Producer). (2011a). Program 1: 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

Cognitive Theory

Technology and Cognitive Tools

Dr. Orey (2001) suggested that the information presented must be internalized through diverse learning networks. I have found that using essential questions (EQ) activates the process of thinking. For example, students are guided to answer posing questions. The use of EQ (cues) also encourages additional responses from students. Further, Orey introduced four key components that connect to the theory of cognitive learning: 1) Short-term memory-within a time process 7 ± 2 pieces of information, 2) Elaboration- constructs the concept of networks that that stimulate long-term memory, 3). Paivio’s hypothesis- enables the brain to process information through both text and images and 4) Networks of intertwined connections-recalls stored information (long-term memory) which bridge connections with other pieces of information (Laureate Education, Inc., 2011). I plan on utilizing these 4 key components to help my students with constructing their concept maps. The Kidspiration software will enable my students to classify generated information, connect text to illustration, and synthesize the information. This technology will enable me to differentiate the instructional practice and provide a wider variety of avenues which can meet the needs of all my students (Pitler, Hubbell, Kuhn & Malenoski, 2007). In addition, employing virtual field trips will be a great augmentative tool to employ to help my students with processing information and noting details (Pitler, Hubbell, Kuhn & Malenoski, 2007).

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

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

App2

Behaviorism in Today’s Classroom I believe that the core of teaching involves the process of introducing what is expected to be successful. Using any form of technology gadgets or tools requires constant prompts (specific behavior) from cell phones, banking, paying bills to X-rays. For instance, to create a simple word document, the use of different features are required (e.g., accessing a blank document, font type, color, page layout, margin, adding tables, charts etc.) to produce a document. Constant prompts guide individuals to conduct (behaviorism) in a manner that allows access to in network or online programs. In essence, providing remediation through drills, practices, and traditional tutorial programs can be a constructive way to connect the theory of behaviorism to the theory of learning. This will require the reinforcement of desired and undesirable behaviors for successful teaching, and learning to occur (Laureate Education, 2009). According to Orey (2009) the theory of behaviorism can be used in both a positive and negative way. Consequently, the behaviorist learning theory is indeed a needed concept in today’s classroom (Laureate Education, 2009). Moreover, Orey (2009) discusses the historical prospective of behaviorism during the age of BF Skinner. He explained that Skinner’s behaviorism theory centers on operate conditioning (OC). The OC is driven by two key mechanisms (Laureate Education, 2009). The first mechanism is reinforcement (reinforce or reinforcing). Reinforcement is considered the most powerful approach with facilitating learning. Furthermore, this approach produces an exceptional form of stimuli (Laureate Education Inc.2011c). For example, BF Skinners’ OC also known as programmed instruction and are a form of instruction that is prevalent in online learning and tutorials (Laureate Education Inc.2011c). Another example is using guiding questions to enable students to exhibit the expected behavior (Laureate Education Inc.2011c). The second mechanism is punishment. Punishment goes hand and hand with consequences and rewards (Laureate Education Inc.2011c). I have found reinforcing what my fourth grade students must do helps them not only with exhibiting expected behavior, but reinforcement also impacts their academic and social skills. More importantly, teachers must create a setting that reinforces students' appropriate behavior through models and approaches. Within my district students are required to practice and complete curriculum aligned task every week using the software New Century. This software guides students through a number of cross curriculum-based activities. Completing the New Century tasks connect to the concept of behaviorist coupled with technology applications. All students must follow a prompt to complete the task. This technology resource enables teachers to differentiate the instructional practice through providing a wider variety of avenues which can meet the needs of all learning styles (Pitler, Hubbell, Kuhn & Malenoski, 2007). References Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.