Learning by Construction

Constructionism is "A theory of learning that states people learn best when they build an external artifact or something they can share with others" (Orey, 2008). Constructionism is a way for students to work cohesively as a group, but at the same time, each task can be focused on the individual learner. In many constructivist activities, the product is only as good as the sum of its parts. Dr. Orey discusses the power of PowerPoint software in which you can have students model Project Based Learning in a cooperative creative activity that also focuses on each individual contribution. In doing research for many PowerPoint projects, students often have to accommodate to the new information they learn in order to retain their equilibration.

In Generating and Testing Hypothesis in Using Technology with Classroom Instruction that Words, the authors discuss the use of web resources "in the form of interactive applets and simulations, that allow students to use background knowledge, make decisions, and see the outcome of their hypothesis, often in virtual situations" (Hubbell, Kuhn, Malenoski, and Pitler 2007). This section of the book really reminded me of the "Stock Market Game" played at my school. In Math, we assign stock market "teams" of 4-5 students, give them $10,000 of fictional money to invest in real life stocks. Through the use of background knowledge of individual companies, current spending trends, and just flat-out blind faith, students strategically chose and hypothesize the positive outcomes of their investments. Their progress is checked once per week and they compete with not only our school, but other schools from around the U.S. Once the project is done, the students have to present a PowerPoint project describing their wins or losses in this project. This whole experience is all about constructing their success. Whether they make money or not, the knowledge that these students have gained by doing this project-based constructionist activity, is priceless!

Cognitive Learning Theory - Connective Learning

The cognitive learning theory is all about "connections". The human brain can only register 7 +-2 forms of stimuli at any given time. If the stimuli is material being taught to the student that the student cannot connect to, then that information is lost and will not be "elaborated" into the long-term memory. In order to ensure proper connections are being made in the classroom, Using Technology with Classroom Instruction that Works, suggests a series of "advanced organizers" to promote the necessary connections of learned information to aid the "elaboration" process. Inspiration's Rapid Fire Tool and Kidspiration both prove to be valuable organizing tools, very similar to the concepts maps that will be explored in this week's application.

Another valuable concept to promote elaboration is the process of "dual coding". Studies suggest a child is more apt to put images into their long-term memory due to the dual coding process. Students will store the memory of the image in one area of the brain, and the label that goes along with the image in another. This promotes multiple connections to a singular concept and also produces multiple "pathways" to access a certain memory. Many PowerPoint applications, websites such as BrainPop, and United Streaming do a great job giving concrete images to abstract concepts, thus promoting "dual coding." Cognitive learning theory is all about making information relevant through connections. Connections promote education.

Behavioral Technology

The behaviorist learning theory bases itself on the fact that students' behaviors are a "result from stimulus-response associations made by the learner" (Standridge, 2002). The immediacy of results from such "practice" technology like online or computerized math games give students that immediate response they desire. My issue with many of these "technological advances" is they tend to show only a desirable response or an undesirable response. If a student gets an undesirable response, rarely will the computer analyze what went wrong to correct the students misconception. To me, this eventually leads to basic wrote memorization of the process, and not an understanding of the components of the process. In this case, I feel that this technology is only effective to a certain extent.

One effective use of technology in a behaviorist light is the use of spreadsheets and graphs to monitor a student's "effort" to change undesirable to desireable behaviors. These graphic representations can really show a concrete increase or decrease in desirable or effective classroom behaviors and practices. This can then result in more effective "stimulus" that will really empower the student to exhibit the behaviors that are desired in the classroom.