Constructivism in practice

"When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Generating and testing hypotheses is very much a constructionistic strategy. Constructivism/constructionism requires that students build their own meaning by building "something that they can share with others" (Laureate Education, Inc., 2009). Hypotheses are, by nature, meant to be shared and analyzed by others, leading to additional hypotheses. By posing a possible solution to a problem, students are retrieving information that is already known to them and synthesizing how this knowledge might fit with new observations.

"Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data - a process that can be tedious and error prone" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Technology can be used to preform the multitude of calculations needed, accurately, allowing the student to focus on what the calculations and data show. Technology can also facilitate the exploration of possible alternative outcomes. By simply changing some of the data, students can explore the positive/negative changes that occur.

Instructional strategies like these and others correlate with the principles of constructivist/constructionist learning theories.

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist & Constructivist Learning Theories [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore:Orey.

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

Using Cognitive Tools to Enhance Learning Experience

Concept maps seem like a great way to provide a "picture" that our words and ideas can connect with. I like the idea of giving students guidance with a concept map to organize and present their understanding. I believe this to be a tool I could easily create as a whole class activity with one of my classroom computers and an LCD projector. (Add the element of student playing teacher and movement within the classroom and it's sure to be a winner with the fifth grade set.) I like the idea that this application can easily be translated into an outline. Many of my students struggle with outlines. They are unsure how to pull the important part of what they hear or see from a given work. This can also reinforce basic note taking. Again, my students seem to struggle every year with, "What did I just read," and, "How can I put that in my own word(s)."

Virtual field trips provide another one of those connections to students that make learning meaningful and effective. I have shied away from virtual field trips because I wasn't sure how effective one would be if we didn't get to "go some place." I like the ideas set forth in our class reading this week about the preliminary activities students can do to give them an organizer to help get the most out of a virtual field trip and all the information it has to offer. Field trips are definitely an experience that students must be able to chunk information in order to get the most out of the experience, other wise all the imagery coming at them could be lost or overwhelming.

Behaviorism in Practice

In Using Technology with Classroom Instruction that Works, it is stated that "effort is the most important factor in achievement. Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning & achievement." The two instructional strategies presented by the authors, "Reinforcing Effort" and "Homework and Practice", both teach the value of effort and reinforce the desirable behavior. According to Dr. Michael Orey, behaviorist learning theory supports this reinforcement of desirable behaviors. In all examples in the text students are given tasks using technology that require their input to achieve the best possible outcome. Students perform each task and can do put forth little effort but they are given immediate feedback from the results they input and will quickly see that greater effort leads to the most positive results. "Without the enhancement of technology, reinforcing effort in schools is often done through individual teacher comments or by collecting and sharing vignettes, testimonials, and observations from the learning community" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.162). Technology makes this efficient and much more encompassing for the teachers.

Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Orey.

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