Reflection: Bridging Learning Theory, Instruction, and Technology

This is the second college class I took toward my certificate Integrating Technology in the Classroom.    During the last 7 weeks, I was a “student” exposed to many different ways of learning and teaching.  What I learned most is that I need to step back and allow my students to learn.  I need to be a facilitator and my classroom needs to be student centered.

This summer if I had picked up and read our class book, Using technology with classroom instruction that works by Pitler, H., Hubbell, E. R., & Kuhn, M. (2012) without the benefit of the online college instruction, I would have learned some things but not as much as I learned through the class.  Why?  The class discussion each week was focused on a different learning theory.  The discussion itself was actually Social Learning Theory.  We learned from each other. We were a diverse group from not only the United States but also the world.  We were teachers of preschool through high school and we learned from each other because we were able to discuss the same topic.  . I want this same thing to happen in my classroom.  I want discussion of a topic or concept.

What did I learn?  The technology tools that we tried, online concept maps and voicethread, could be adapted and used by all levels of learners.  Other technology tools that were suggested by our classmates and teacher that were mentioned in our book became highly regarded as tools to try.  This opened a whole new world, a world of technology tools I had never heard of.  Of course, in three to five years these tools may be obsolete because we do not know what is being created right now.  This is a reason to take more professional development classes, to stay current with the technology tools that are available. 

Our students face a future job that may not be created yet. How do we get them ready for that?  Look at what they would need right now.  They need to be able to communicate and to collaborate.  They need to be able to adjust quickly to new things.  They need to take what they know (schema),to assimilate or to accommodate new information,  to bring things into equilibration, and to construct a new schema or concept of things.  This is Constructivist Learning Theory.

I am eclectic in my teaching style.  I do not gravitate to one method or theory but try to incorporate different theories with different lessons.  In this way, I hope to reach all the learners in my classroom.  I try to use different technology tools for the same reason, each student is different and may be engaged in the lesson when a different tool is used.

Sometimes, a technology tool will be a learning tool and sometimes it will be an instructional tool.  It will be a learning tool if the students are creating and using the tool.  It will be an instructional tool if the teacher is using it to present a lesson or concept.

Whatever learning theory, technology tool, or instruction I use in my classroom I need to remember that “effort is the most important factor in achievement” (Pitler, et al, 2012, 57) and my students need to practice more than 24 times before they reach 80% competency (Pitler, et al, 2012, 168).

My goal is to make students more aware of the effort they put into assignments and classwork.  Another goal is to give them practice, practice, and more practice so they get that 24 times and more.

Good Luck to all as I take a break to put my learning into practice!

References:

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that 

          works (2^nd ed.). Alexandria, VA: ASCD.

Using Cooperative Learning with the Social Learning Theory

My Voice Thread will be used in a first grade classroom to teach students about Christopher Columbus.  We are in Chicago so the students will have prior knowledge of the Museum of Science and Industry.  How is that connected to Christopher Columbus?  Go to this site and find out: 

http://voicethread.com/share/4768258/

The instructional strategy of Cooperative Learning has many positive outcomes for learning new concepts.  In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, et al state “cooperative learning provides an environment where students can reflect upon newly acquired knowledge, process what they are learning by talking with and actively listening to their peers, and develop a common understanding about topics” (2012, 73).

Trained teachers will tell you about the many benefits for students by using Cooperative Learning strategies.  Students have in depth knowledge of the subject.  They develop their oral communication skills and their relationship among other students.  There is more chance of success when working in a group. Students are more motivated to coming to class and participating so they do not let their peers down.

Teachers have found they put more time into preparation for this strategy when they first implement it.  Teachers who set up a www.diigo.com site allow students to share web sites and bookmark them so others in their group will benefit.

Beneficial is the authentic assessments teachers can use.  As they circulate the classroom, they can observe groups to make sure they are on the right track and no misconceptions are occurring.  They can use peer assessment or student reflections to assess student learning.

Prior to using Cooperative Learning strategies, teachers need to arrange the room, put students into groups (it is suggested that no more than 4 students be in a group), educate the students and parents as to why Cooperative Learning will be used, go over a rubric so students know their expectations, assign the task, and assign group roles.  Teachers must make sure to answer any questions or concerns before the students begin.

It is best to begin using Cooperative Learning strategies at the beginning of the school year or semester, but implementation can happen at any time.  Pair-share is a form of Cooperative Group where 2 students discuss a problem and share their reasoning for the answer they have.  I have used this with my first graders in reading. Another Cooperative Group I have been involved with is the Jigsaw group. At some workshops I have attended each group discusses one chapter or concept and then they come back to the whole class to discuss and teach the rest about what they learned.  At my school, we have used Multi-age groups in after school enrichment programs such as Book Clubs and Science Clubs.

Dr. Michael Orey stated about Social Learning Theories “context and culture are critical in constructing knowledge and understanding of the world around us” (2011).  Students learn from a More Knowledgeable Other (MKO).  This could be their parents or a teacher or another student.  In the 21^st Century this could also be from the World Wide Web.  With an excess of information available to us because of the internet, students need to know how to find information.  It cannot all be stored in their brain to access.  Cooperating with groups of students we can find information together.

References

Palmer, G., Peters, R., & Streetman, R. (2003).  Cooperative learning. In M. Orey (Ed.),

          Emerging perspectives on learning, teaching, and technology.  Retrieved 29 July           2013, from http://projects.coe.uga.edu/epitt/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories

[Video webcast]. Bridging learning theory, instruction and technology. Retrieved

From http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureatecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Constructivism Theory in Practice

According to Constructionism Theory, knowledge is “actively constructed in the mind of the learner” (Hans & Bhattacharya, 2001).

We have a concept in our mind (a schema).  When new information is presented, that schema needs to be assimilated or accommodated so our mind can be in equal balance (equilibration).  A child knows that a four-legged, furry animal is a dog.  The child comes upon a dog and says, “dog.”  The child comes upon another four-legged, furry animal and calls it “dog” (assimilation).  But when another four-legged, furry animal comes by and is a “cat” the child still calls it a dog until it climbs a tree, which a dog cannot do.  The mind will accommodate that new knowledge and come back into equilibration. (Laureate Education, Inc., 2011).

In a classroom setting, students who are actively engaged in learning new information by questioning, discussing, and creating an artifact, change a concept to fit their new schema. Students question and generate a hypothesis about this new knowledge.  They test their hypothesis and form conclusions so this new knowledge will fit into their schema and they will be in equilibration again.  Teachers can use technology tools like Excel Interactive spreadsheets, Webspiration, and data collection tools like digital probes to help students construct new knowledge.  In a 21^st century classroom students are not memorizing and digesting facts.  Students are constructing new schemas by collaborating and making an end product to show their learning. They have a targeted audience for their artifact.

Projects are student centered.  The teacher can set the focus from the standards.  The teacher can ask a few questions but the students set the path they take to answer those questions.  The students decide on how their information will be presented to their class or audience.  The teacher is a facilitator and can be a learner with the students.

There are many technology tools students can use to learn new things.  I plan to use some of the STEM activities that I found at http://www.gk12.org/resources/stem-activities-and-resources-for-k-12-teachers-and-students/ .  I plan a butterfly unit each fall and will add project based learning with the Monarch Butterfly Project, Journey North http://www.learner.org/jnorth/monarch/.

When projects are student centered, students are motivated to learn.

Technology Tools to use in Primary Classrooms

iPad app Angry Birds – players learn about laws of physics (trajectory, gravity, thrust)

www.plimoth.org  - thousands of elementary students take tours of the Plimoth Plantation each November.

References:

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 23 July 2013, fromhttp://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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitive Learning Theory

The Cognitive Learning Theory gained followers who did not believe the Behaviorist Theory had all the answers.  They did not believe the environment was responsible for learning. They thought learning depended on the mind and how it would remember concepts or ideas.  They wanted organized, sequential, and scaffold ideas presented to enhance learning.  Technology has exceeded this enhanced learning by allowing “people to perform and learn in far more complex ways than ever before” (Robertson, Elliot, et al, 2007).

Cognitive learning has four components.  First, it activates prior knowledge. Teachers can activate prior knowledge by giving cues or hints about the content of the lesson.  They can ask questions to access prior knowledge. Teachers can use Advance Organizers such as concept maps, to help students activate prior knowledge.  

The second component is presenting concepts in two or more ways (dual coding). This can be an advanced organizer such as a video, a graph, a picture, or a chart (a visual) paired with text. Lecturing students and reading the text is not enough for students to learn new information.  Multimedia, collaboration, and a variety of technology tools allow students to use many senses to learn.  

Another component is elaboration.  Many connections need to be made to new information so students can retrieve the information when needed.  Sometimes we create mnemonic phrases to help remember content (HOMES - Huron, Ontario, Michigan, Erie, Superior = the Great Lakes).  

Lastly, it imitates the complex model of memory. The information is first in the short-term memory.  After it is reviewed or rehearsed many times, it can be moved into long-term memory but it still needs to be retrieved.  Summarizing information or putting it into your own words and taking notes helps organize concepts so they can be retrieved when they are needed.  An easy note taking format I can use with my first graders is the inverted T.  On the left side are the words, the right side has the pictures, and at the bottom is a short sentence. (Pitler, Hubbell, et al, 2012, p 151)

I found interesting that the brain can only process two to seven pieces of information at one time. Teachers need to be aware of this when they present new knowledge to students. Teachers want this new knowledge stored in long term memory.  That is possible if it is connected to prior knowledge or it is presented in an organized way.  The use of online concept maps created on Mind Meister or the program Inspiration can present a concept map that is visual and organized.(Pitler, Hubbell, et al, 2012).

There are three types of memory.  Students can remember facts and information – declarative memory.  They can remember how to do things – procedural memory.  They can remember events in their lives – episodic memory. 

Students will remember the first time they saw an eagle’s egg hatch, the spread of its wings, or eating a rabbit.  Teachers can give these experiences to their students by going on a virtual field trip to the Decorah Eagle Nest (http://www.raptorresource.org/falcon_cams/) in January or February for the live feed or on YouTube.  Live camera feed can bring that dual coding (visual and auditory) and make a connection to emotions.

July 15, 2013 twin Giant Pandas were born at the Atlanta Zoo. Another virtual field trip is available at the live camera feed http://www.zooatlanta.org/1212/panda_cam.

Dr. Michael Orey says that our students need rich and engaging experiences.  Following the eagles or the Giant Pandas along with classroom discussion to collaborate, to learn, and to share will create rich and lasting connections that your students will remember for a long time.

What virtual field trips do you do in your classroom to make rich and engaging experiences?

References:

Laureate Education, Inc. (Producer). (2011). 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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Robertson, B., Elliot, L., & Robinson, D. (2007).  Cognitive tools.  In M. Orey (ED.), Emerging

     perspectives on learning, teaching, and technology.  Retrieved 15 July 2013, from

     http://projects.coe.uga.edu/epltt/ 

Behaviorist Learning Theory in the Classroom

In the next few weeks, I will blog about different learning theories used by teachers in their 21^st century classrooms. I will look at the Behaviorist Learning Theory this week.  You decide if this should be a component in an exceptional classroom.

Last week in my college class, “Bridging Learning Theory, Instruction, and Technology,” Dr. Pat Wolfe explained the different parts of the brain and their connection to learning in the classroom (Laurette Education, 2011a)  Dr. Wolfe said we need strong neuro connections in the brain (Laurette Education, 2011b ) and repeated practice strengthens those connections and pathways.  Practice does not make perfect as a student may be practicing incorrectly, but practice does make permanent. 

Chapter 2 of Using Technology with Classroom Instruction that Works is titled “Reinforcing Effort and Providing Recognition.”  Many students do not realize that their effort in the classroom and with assignments has a correlation to their success.  “Effort is the most important factor in achievement.” (Pitler, Hubbell, & Kuhn, 2012. p 57).  Teachers must understand this and be ready to teach the importance of effort to their students.  Some teaching practices could include keeping track of student effort and achievement over a period of weeks, or recognizing student effort on a classroom or school bulletin board or website.  Recognition of the effort students put forth can be a positive reinforcement for them, and a challenge to other students to put more effort into their work.

Chapter 7 in Using Technology with Classroom Instruction that Works is about “Assigning Homework and Providing Practice.”  I read that “in general, students need to practice upwards of 24 times before they reach 80 percent competency” (Pitler, Hubbell, & Kuhn, 2012. p 168).  Teachers can help their students practice the 24+ times that are needed through technology.  Homework helps “students familiarize themselves with new concepts as well as to practice, review, and apply what they’ve learned.” (Pitler, Hubbell, & Kuhn, 2012. P 167). The drill and practice of instructional interactive technology such as Starfall or Cognitive Tutor can help students reach that 80 percent competency.

Behaviorism is a theory that stimuli can have the same response over time.  It is observable and measurable.  In many of the drill and practice programs on the computer, the student sees the same thing over and over again – the stimuli.  When the student responds correctly, they get a reward.  When the student responds incorrectly, they get a punishment.  The reward can be points to accumulate or it can be a smiley face.  The punishment can be not being able to move to the next level or it can be a repeat of that stimuli.

John B. Watson and B. F. Skinner were two of the first Behaviorist who helped shape this theory.  Watson had a basic stimuli-response theory.  Then Ivan Pavlov experimented using a dog, a bell, and food to condition the dog to salivate.  This is knows as classical conditioning.  Finally, Skinner extended the stimuli-response theory by rewarding part of the desired behavior.  This is operant conditioning.

Teachers use this theory when they have students practice math skills at www.xtramath.com or www.aaamath.com. Students can practice upwards of 24 times at these drill and practice sites.

Teachers use this theory for behavior in the classroom.  Classroom teachers frequently use behavior modification, contracts, and consequences.  This can be as simple as a smile after they answer a question correctly or a word of praise.  This can be more serious as writing up a contract that the student, teacher, and parent signs.

There is no feeling or emotion with this stimuli-response theory.  There is no higher order thinking skills.  Does Behaviorism have a place in outstanding classrooms?

Resources

Laureate Education, Inc. (Producer). (2011). 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). (2011). 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). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

        works (2^nd ed.). Alexandria, VA: ASCD.

My First Podcast - Technology usage of first graders

Reflections on my first podcast!  I know it will get easier and one day I will look back on my first podcast and laugh.  I will laugh at all the time I spent trying to change the "Quick Time Movie" file that I used to interview my student, change it into a Mp3 file. I will laugh at all the time I spent downloading Audacity so I could manipulate and tweak the audio, just to find out that I had to export the file and I didn't have any place to export/save it to.  I will laugh because there was NO sound when I uploaded the Mp3 to the sound cloud.  (I still don't know why...  but an older version had sound).

You will find the interview of my students in the posting below.  Uploading that to my blog was probably the easiest thing I did for this podcast.  I cheated and used a YouTube video to help.  It showed me how to upload to Sound Cloud and then get the widget code in HTML to post on Blogger.

Now to the technology of first graders.  These 6 and 7-year-olds are being exposed to LOTS of TV.  They all have a television in their bedroom and watch an average of 13 hours of TV per week.  Approximately, they watch one DVD or movie per week and spend 7 hours per week on a computer. They are young so they don't have much interest in music.  They might have an iPod or Mp3 player in their house but listen to it only 15 minutes a week or less. 

One household had 3 iPads and another household had none.  These were mainly used with the older siblings in the home.  The first graders averaged 3 hours per week on the iPads.  I found that the same was true with gaming systems.  X-box, Vtech, Playstation and Wii were in the household but used only 1 hour per week.  Handheld systems like a DS had even less usage with an average of 30 minutes per week. eReaders like the Kindle and Nook were available to them but only used 30 minutes a week.  I did not ask if that was for reading or getting on the Web.

In the classroom, these first graders get time on computers, iPads, and Smartboard.  They average 3 hours per week on technology.  No gaming systems in the classroom but educational apps and web sites.

Interview  You will notice in the interview that they do not have the concept of time.  That is why the parents filled out the technology usage at home form and returned it.

Please comment on your students technology exposure in the classroom and at home.

PODCAST