Reflection: Effective bridging of Technology and Instruction

Dr. Michael Orey suggests that the Social Learning Theory focuses on conversation, collaboration, and the learning process (Laureate Education, Inc. 2009). “Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this one, one is learning all the time about how to be a part of that culture, on many levels” (Philosophy-MoodleDocs). I teach American Sign Language (ASL) and my ultimate goal for my students is to enable them to use the target language to collaborate and converse with each other and their intended audience.

To achieve this goal, I assign cooperative groups for my students to actively engage and apply what has been introduced and demonstrated for them in the classroom. During this course, we have learned how using different mediums with our students will help them to store information in their long-term memories (Laureate, 2009). Therefore, I have made modifications to these groups by adding stations. While I work with one group reviewing and reinforcing lessons, the second group works on an interactive computer activity while the third group watches a DVD and collectively answers questions about the conversations they are watching.
Another adjustment I have made in my classes is the use of blogs and wikis. I have been using these with my upper level classes, but I would like to incorporate them into my lower level classes in the form of journals.

One of my long-term goals for incorporating technology into my classrooms is to have my students use voice threads and concept maps when doing a research project. My lower level classes could use these for their demonstrations for research on famous Deaf people or Deaf history. My upper levels can present information by using videos on voice thread. They can use the doodle tool to stop the video and point out relevant information.

Another long-term goal is to have students create Jeopardy games using power points. Students can work in groups, with each group creating a game using information from the previous units. I would also like to explore activities using podcasting. By using the internet, creating voice threads and podcasts, using blogs and wikis, students will be working in a social network, where they will learn collaborating and problem solving skills, as well as applying what they are learning by creating artifacts. I look forward to the possibilities and opportunities these tools provide.


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

Philosophy. MoodlesDoc. Retrieved from http://docs.moodle.org/en/Philosophy. October 29, 2009.

voicethread

http://voicethread.com/share/897685/

Cooperative Learning

Cooperative learning is an important aspect of the social learning theory. It is defined as students working together to attain group goals that cannot be obtained by working alone or competitively (Palmer, Peters, & Streetman, 2003, p. 2). Cooperative learning enables students to discuss and validate their work, and to see their peers as valuable resources. Dr. Michael Orey stated that in traditional classrooms, students can articulate what has been taught, but have no idea how to apply that information. There are a variety of strategies teachers can apply when using cooperative learning to enable students to make those connections between the lesson itself and real world applications. My students consistently work in groups to strengthen their expressive and receptive skills with American Sign Language.

One strategy that really caught my interest was to have the students create a website. The example in the book was about a class that researched a city and created a website to present the information they learned about that city. I plan on taking that idea and using it to have my students create a city for Deaf people. It will be interesting to see what they come up with, making sure to use all the knowledge they have about Deaf culture.

References

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

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 29, 2010, from http://projects.coe.uga.edu/eppltt/index.php?title=Cooperative_Learning

Constructionist Theory

In our text, Using Technology with Classroom Instruction that Works, we read that when students generate and test hypotheses, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Pitler, Hebbell, Kuhn, & Malenoski, 2007, p. 202). Students can brainstorm ideas and formulate questions to research. By using technology such as spreadsheets, data collection tools, and Web resources, students can spend more time interpreting the data, developing higher level learning skills, rather than collecting data (Pitler, p. 203).

Project-based learning is another way for students to become engaged in complex activities. According to authors Hans and Bhattacharya, “Learners become more accountable for their learning through designing, sharing, piloting, evaluating, modifying their work, and reflecting on the process” (Hans & Bhattacharya, 2001, p 9). Dr. Michael Orey said that the Constructionist Learning Theory is about students becoming fully engaged in learning and the process of creating an artifact (Laureate, 2009). Technology is a great tool for students to use for projects. They can create their projects using power point presentations, write creative book reports using Word, create their own books on researched topics, make charts or graphic organizers, and create interactive games on the computer. When students participate in hands-on activities, they not only become active learners, they also retain more of what they are learning. They are learning 21st century skills and how to collaborate with others. The Constructionist Theory encourages students to reflect on their ideas, gives them choices, and allows them to make decisions about their learning.

References
Han, S. and Bhattacharya, K. (2001). Constructionism, Learnning by Design, and Project Based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 25, 2010, from http://projects.coe.uga.edu/eppltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning

Laureate Education, Inc. (Executive Producer). (2009). 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.

Constructionist Theory

Cognitivism in Practice

Cognitive learning theories revolve around information processing (Laureate, 2009). This week, in Using Technology with Classroom Instruction that Works, we explored two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” The first instructional strategy focuses on enhancing students’ ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p.73). Cues are hints as to what the students will be learning while questions help to stimulate the students’ memories for information they have previously learned. The technologies that can be used for information processing with this strategy are word processing applications, spreadsheet applications, organizing and brain-storming software, and multimedia applications (Pitler, p. 74). Advanced organizers help to organize information that is being learned. Dr. Michael Orey illustrates how images are powerful tools to use in the classroom by showing an example of a teacher using a virtual field trip to Ford’s Theater in Washington, D.C. while teaching about Abraham Lincoln’s assassination. The students were active participants and completely immersed in the presentation (Laureate, 2009). Integrating multiple senses in our lessons cam improve learning and build numerous connections to stored information.

The second instructional strategy of summarizing and note taking enhances the students’ ability to synthesize information and distill it into a concise new form (Pitler, p. 119). Students take notes by taking the information they deem important and putting it in their own words. The same technologies as above can be used for this strategy, as well as, communications tools such as Wikis and blogs. Wikis provide students with opportunities to collaborate on their work together and provide immediate feedback for their projects. According to our readings, blogs can be used for reciprocal teachings, where students use summarizing, questioning, clarifying, and predicting. Another tool that can be used is Concept Mapping, in which students can make connections between the various ideas or information.

References
References

Laureate Education, Inc. (Executive Producer). (2009). 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.

Behavioral Learning Theory

It seems as though many of today’s students require more education in appropriate behavioral and social skills. Behaviorists believe that when a behavior becomes unacceptable, it can be replaced with an acceptable behavior. Melissa Standridge has written that the key element to this theory of learning is the rewarded response. Many teachers use a reward system in their classrooms for behavior management. Yet, a number of behavioral problems seen in the classroom occur when students do not know the answers or understand what it is the teacher is talking about. These students think they are not as smart as some of the other students, and instead of “looking stupid”, they act out. These students do not realize that there is a correlation between the effort they put forth in their studies and their success in school. One instructional strategy that can benefit these students is Reinforcing Effort. According to authors Pitler, Hubbell, Kuhn, and Malenoski, this instructional strategy enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (p. 155). These authors state that technology makes it easier for students to track the effects of effort and facilitates immediate feedback (p. 156). They suggest creating a rubric that clearly presents what effort looks like. For example, on my rubric for my American Sign Language classes, I might include participation, voice off, watching all conversations, homework, etc. Using a spreadsheet like Microsoft Excel, the students would then take the categories of our rubric and put them on the spreadsheet so they could track how much effort they were putting into each category. At the end of three weeks, they would be able to tally the results, and compare them to their grades. The students would be able to clearly see the relationship between their effort and grades. This strategy could benefit students in two ways. First, it could help to replace undesired behaviors with desired behaviors. Second, it could demonstrate to students that when they apply themselves, they are rewarded with good grades and hopefully, self-confidence and self-esteem.

Another instructional strategy that behaviorist believe to be of importance is Homework and Practice. “Homework and practice give students a chance to review and apply what they have learned” (Pitler, p. 187). “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency” (p. 188). Students can use technology, such as computers, to read on-line tutorials concerning the subject matter they had in class. There are also interactive games that students can play that give immediate feedback, to reinforce what the students are learning.

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.

Standridge, M. (2002).Behaviorism. In M. Orey (Ed.), Emerging perspectives o learning, teaching, and technology. Retrieved January I2, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism.