Generating and Testing Hypothesis with Technology; and how it relates with Constructivist Learning Theories

Constructivism is based on the idea that learners construct learning for themselves. It is when learners generate learning for themselves as a result of the experiences they encounter as they gain a firsthand experience which can be stored for further articulation of knowledge. Furthermore, Dr Orey, in his lecture on Constructionist and Constructivist Learning Theories,  said that in constructivism, the individual's new knowledge is based on three mechanisms: assimilation, accommodation, and equilibration which have the central and determinant factor of the individual’s beliefs and understandings (schema). Assimilation occurs when an individual incorporates new experiences into existing or old experiences. This causes the individual to develop new outlooks, rethink and evaluate their understandings; ultimately their perceptions will be altered. While accommodation, according to Dr Orey; is when beliefs and understandings are altered to fit what is already present.  Equilibration, on the other hand, is a process of achieving a balance between differences in external reality and one’s current beliefs and understandings (schema). It is a state whereby the mind is brought to a place of balance as a result of having experiences that tally with what has been internalized (Laureate Education, Inc., 2011). This site http://www.learning-theories.com/constructivism.html has more information on constructivism  and indeed other learning theories and models.

Technology can be used by learners to help them construct their learning in a useful way, while the teacher acts as a facilitator. This site http://www.educationworld.com/a_tech/tech/tech005.shtml sheds more light on how teachers can integrate technology in constructivism. My fifth graders will particularly find spreadsheet useful when we treat the mathematics lesson on money. They will work in small groups of four as I give them a scenario of a merchant and his enterprise, who started his business with a certain amount of money which was borrowed from the bank at a particular rate. They will then build up their learning themselves as they generate and test the hypotheses on profit and loss, simple interest; and commission and discount. This project based learning will give the students the opportunity to pay visits to the bank and at least a buy and sell business enterprise where they will ask pertinent questions. This will help them connect their academic work to real life issues (Edutopia Staff, 2008), which will help prepare them for the 21^st century workplace.

The theory of constructivism can work hand in hand with generating and testing hypothesis strategy, along with technology because the latter is a veritable tool in construction; be it with PowerPoint, Microsoft Excel spreadsheet or other spreadsheet software found on the internet such as Google Spreadsheets and wikiCalc. You can explore the study on research based strategies including generating and testing hypotheses further on http://www.netc.org/focus/strategies/gene.php. The learner can begin constructing his learning from the scratch so as to know the whole concept of the learning process.  Spreadsheet software particularly is useful for generating and testing hypothesis, as the teacher takes the time to make adequate preparation of the spreadsheet so that useful time is not wasted if the pupils have to do the preparation themselves. When learners generate and test hypotheses, they will be able to gain experiences that are valuable for future references in the real world (Pitler, Hubbell, Kuhn, & Malenoski, 2007), and this is the very essence of constructivist learning theories.

Damilola

References

Edutopia Staff. (2008, February 28). Why teach with project based learning?: Providing students with a well-rounded classroom experience.[Blog message]. Retrieved from http://www.edutopia.org/project-learning-introduction
 

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved January 21, 2012 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.

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

The Instructional Strategies that Correlate with Cognitive Learning Theories

Cognitive learning theory is the process whereby the learner is able to gain knowledge through the processing of information (Laureate Education, Inc., 2011a). In this theory, it is believed that the brain plays a vital role in the process of organizing new knowledge from former information, being able to make the necessary connections for maximum understanding and long term memory. This following site provides links to the different theorists of cognitive learning http://www.learningandteaching.info/learning/cognitive.htm.

There are two learner-centered instructional strategies that teachers can use to help students interact with information to develop a combination of different ideas, and make such ideas available for others (Robertson, Elliot, & Washington, 2007). The first one, cues, questions and advance organizers is an instructional strategy that enhances learners’ ability to remember, make use of; and rearrange information in a logical way, so as to have the full intellectual grasp of the topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The other instructional strategy of summarizing and note taking, will give support to the learners to be able to critically examine, break down and organize information into a short and clearly stated way (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These strategies can help students to synthesize all information presented when the instruction is well organized, clearly structured with connection to previous learning, and bearing in mind the learners differences in their ability to gain understanding (Smith, 1999).

In using cues, questions and advance organizer, I will be able to provide a clearer picture of what the topic is all about as I will ask leading as well as actual questions that will gender deep reflection and focused thinking. The learner will be able to remember past information that can be connected with the present one and make an intelligent application of the information. When technology like spreadsheet software and organizing and brainstorming software are used, students will be able to focus on the essentials as they have been made to understand. They are also able to know exactly what they are to learn. For more information on technology resources for Marzano's instructional strategies, take a look at http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#cues. Using Kidspiration for example  provides visual aids and multimedia resources that help the learner to understand the presented content, because different aspects of the brain are utilized; since whatever the brain is exposed to doing, it gets accustomed to and developed in that area (Laureate Education, Inc., 2011c). The use of virtual field trips in this instructional strategy will give learners the opportunity to go where they physically cannot, and to engage in critical thinking activities (Laureate Education, Inc., 2011b).

When the strategy of summarizing and note taking is utilized with technology tools like word processing, the learners will be enabled to; not only edit the content of their notes, but also gain the skill of using the technology application. They can also make use of Inspiration to create a template that will give them the key points of an instruction (Pitler, Hubbell, Kuhn, & Malenoski, 2007), that they will use to summarize, thereby gaining knowledge of the content .

The variations of these instructional strategies and the integration of technology will help my students to improve their thinking skills by augmenting their cognitive process in order to facilitate learning.

References

Robertson, B., Elliot, L., & Washington, D. (2007) Cognitive tools. In M. Orey (Ed.),    Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools

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

Laureate Education, Inc. (Producer). (2011c). Program two: Brain research and learning [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

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

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

Damilola

The Correlation between Technology, Instructional Strategies and Behaviorism

There are many instructional strategies that have emerged as a result of researches that examine the effects of instruction on learning; and that the teacher has tremendous effect on student achievement depending on his choice of teaching strategy and approach (Marzano, Pickering, and Pollock, 2001). These strategies which can also be viewed on http://www.marzanoresearch.com/research/researched_strategies.aspx , when used in a technology rich classroom, will not only enhance student learning but will also increase motivation and improve critical thinking and problem solving skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The site http://ethemes.missouri.edu/themes/844 contains many other sites that specify how to integrate technology using Marzano’s instructional strategies.

The instructional strategy of reinforcing effort helps students understand the need to work on their beliefs and attitudes about learning so that they begin to see the benefit of putting effort in their work. It is a general consensus that the best mechanism to effect positive change in the learner is through positive reinforcement which is one of the mechanisms of the behaviorist learning theory (Laureate Education, Inc., 2011a). When a learner is reinforced for well-doing, he is motivated to want to do better and the resultant effect is that he begins to put more effort in his work and to repeat the behavior he was rewarded for.

Bearing in mind that it is not all the students in a classroom that sees the need to put effort in their work, it is important for the teacher to educate them about the rewards of efforts by involving them in using technology like the spreadsheet software to grade themselves using a rubric the teacher has prepared alongside the students both for classroom and homework assignments (Pitler et al, 2007). As they score, they will see where and how they can improve their skills or response to the question because they are aware of the teacher’s expectations which are clearly stated. Another way that the students will be motivated to do better is when the teacher offer praises for work well done and gives encouragement for the ones that are not well done.

Homework and practice strategy is when learners are given the chance to revise, review and master through application what they have learned in school (Pitler et al, 2007). Practice is important in learning as elaborated in http://www.netc.org/focus/strategies/home.php because it helps the brain make useful connections and strengthen them which can easily be reactivated when needed (Laureate Education, Inc., 2011b). When students are exposed to the same learning over time, they become more proficient in the knowledge of the content and in the acquisition of required skills. Since according to behaviorists, all behaviors are habits that are learned over time Standridge, 2008), homework and practice instructional strategy, makes it easy for students to form a habit of being studious, meticulous and proficient.

Even as a teacher, the more I practice my math concepts, the more enthusiastic and confident I become in passing the same knowledge to my students with various ideas of instructional approach that flood my mind; in other words, I become a better teacher who has formed an exciting habit of teaching mathematics. Marking and commenting on the homework is a way of reinforcement of desirable behaviors and punishment of undesirable behaviors, although I would rather use the reinforcement because it motivates the learner to want to do more (Laureate Education, Inc., 2011a), while on the other hand, punishment can be demoralizing although sometimes it is useful. Technology can be used in this strategy as the students search out facts and figures on their word processing applications, web resources, spreadsheet applications, multimedia and communication software (Pitler et al, 2007). They are better engaged at the use of technology and can actually share ideas with one another on blogs, wikis and podcasts. This integration does not only improve their learning but also prepares them for a future workplace that does not even exist yet (Hof, 2007).

There are so many changes in ideas, concepts and views as a result of the advancement of research and technology. It is therefore necessary for a change to be effected by the teacher in classroom practice to give room to current technology (Thornburg, 2004). Efforts should be made by the teacher to vary teaching strategies, taking cognizance of learning theories; so that all the students will be able to realize their potentials; and technology plays a key role in this, because when meticulously selected and appropriately applied, educational technology is used to enhance the learning process (Lever-Duffy & McDonald, 2008).

References

Hof, R. (2007, August 20). The end of work as you know it. Businessweek.com. Retrieved from http://www.businessweek.com/magazine/content/07_34/b4047426.htm?chan=search

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

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

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development

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

Standridge. M. (2008). What is behaviorism? An Excerpt from the book: Emerging perspectives on learning, teaching and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Thornburg, D. (2004). Technology and education: Expectations, not options (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Damilola

THEORIES OF LEARNING

Informal Learning takes place every moment of our lives which we are not even aware of. We are able to internalize a host of information which comes to us from the environment, the people around us and the society at large. Learning may also be formal, in which case we are in a setting where information is deliberately passed across to us directly or remotely. In either case, the brain is able to receive the information, sieve and process only that which it considers useful or necessary (Laureate Education, Inc., 2011a). The brain is able to connect present experience with previous ones in such a way that it is able to make sense out of it and when these same experience keep occurring, the connections become stronger and unforgettable (Laureate Education, Inc., 2011b).

Learning theories have come a long way in determining how best learning takes place, and it is important for the teacher to have an understanding, so that he can be able to know how to plan learning experiences. While planning, we should also take into consideration, the personality of the individual; his preferred intellectual approach; how he interacts; as well as his environmental preference for learning (Orey, 2001) so that we are able to address all aspects of the learner, thereby being a student centered learning venture.

References

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 two: Brain research and learning [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). Multiple Intelligences and Learning Styles. Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Bridging Learning Theory, Instruction and Technology.

I am excited about this course as we begin to take a look at how the brain performs its assimilation and learning functions; and how we as teachers can make use of technology to facilitate instruction and learning, using the four major learning theories of Behaviorist, Cognitive, Constructivist/Constructionist, and Social Learning. There is no doubt that learning theories including the emergence of neuroscience, play a crucial part in education today and that when the appropriate technology tools are incorporated, the students’ learning needs will be met.