Social Learning Theories

Social Learning theory states that context and culture are critical in constructing knowledge and understanding of the world around us. Instructional models based on social constructivism stress collaboration among learners. Project based learning can help students to both learn content and apply their knowledge in a real-life situation.  Other instructional models that promote social learning theories are reciprocal teaching, peer collaboration, cognitive apprenticeship and cooperative learning (Orey, 2001).

In addition to learning content, Cooperative Learning and Project-Based learning can also promote social interaction skills such as leadership, decision making, trust building, effective communication and conflict management. Instructional models based on social constructivism actively involve students in the learning process and also promote collaborative skills in a social setting.

Students in my classes have become avid bird watchers and eagle experts as they have been watching a live video feed of a nesting pair of bald eagles in Decorah, Iowa.  The students’ engagement and enthusiasm has sparked interest in eagle research and the preservation efforts of raptorresource.org. They have witnessed first hand how the collaborative efforts of the Raptor Resource Project and community donors have helped to preserve raptors and strengthen the breeding populations.  Students have also been able to make the connection that passion, learning, teaching and sharing can create positive social change.

As an extension to this learning and in honor of Earth Day, my students will be able to work in cooperative groups to research, teach and promote their own topic of interest which promotes positive change in our world. Below is a Voicethread which introduces the project to my students.  

Direct link to voicethread: http://voicethread.com/?#q.b1895981.i9991272

Resources:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Constructivism and Constructionism in the Classroom

Dr. Michael Orey states that constructivism is a theory of knowledge stating that each individual actively constructs his or her own meaning (Laureate, 2010).  This is the unique, personal meaning that one creates for his or her ideas.  Constructionism is a theory of learning that states people learn best when they build an artifact or something they can share with others.  Build. Create. Discover. Share. Isn’t this how we all really like to learn?  

By using approaches that support constructionist learning theories, teachers can use technology tools to help students develop artifacts that develop knowledge and demonstrate understanding. Presentation tools such as Powerpoint, Prezi, Glogster and Voicethread provide an engaging way for students to build and share artifacts of knowledge.  

Another powerful and analytical cognitive operation is generating and testing hypotheses.  In order to generate and test hypotheses, students must apply knowledge. My second grade students are learning about the laws of balance and motion.  They use deductive thinking in order to make predictions about the effects of weight, friction, acceleration and gravity.  This week they used an online roller coaster simulation in order to build and test their knowledge.  After building a roller coaster which was both exciting to the passengers, yet safe, the students were able to test their predictions and knowledge.  

Students were then asked to share their knowledge, the hypotheses they generated and why their hypotheses made sense to them.  They took a screen shot of the roller coaster that they built and inserted it into a Word document, where they explained their thinking in writing. Watching the students construct, test and then rebuild their roller coasters gave me first hand testimony to the constructionism learning theory and its effectiveness in the classroom.


Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 7: Constructionist and Constructivist Learning Theories [Webcast]. Baltimore: Author.

Image: iclipart.com

Using Cognitive Tools in the Classroom

Cognitive learning theories indicate that integrating multiple senses in presentations improves learning.  Long term memories are stored in networks of information, and information is often stored as images and text.  There are several structures that can be used in the classroom which support cognitive learning theories.

Virtual field trips create episodes for students.  They provide students an opportunity to "go" where they physically cannot.   They support the idea that by being immersed into an experience the use of multiple senses occurs, which in turn provides a more likely chance for true learning.  By creating this experience, the students also create meaningful knowledge in which to tie other information to.

Concept mapping tools replicate the network model of memory.  Concept maps help the learner organize information and also provide a visual representation which supports Piavio's dual-coding of information (Laureate, 2010). Concept mapping not only helps the learner visualize information, but also the connections between ideas.

Cues and questions are another strategy which supports cognitive learning theories.  Cues are explicit hints about what students are about to experience, and questions trigger memories which help them to access prior knowledge (Pitler, Hubbel, Kuhn & Malenoski, 2007).  When higher level questioning takes place, students demonstrate critical thinking and meaningful learning can occur.

Summarizing and note taking help students separate important information from extraneous information and then state the information in their own words. Summary frames help students to highlight important information and help to create organization and meaning.

As I think about the benefits of using these tools and strategies in the classroom, it seems logical that not only would these structures help students learn - but also provide tremendous opportunities for evaluation and assessment.  Having students create a concept map of their knowledge of a unit of study gives a visual of their understanding.

Resources:
Laureate Education, Inc. (Producer). (2010). Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.

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

Behaviorism in the Classroom

This week in my master's class "Bridging Learning Theory, Instruction and Technology" we have been exploring Behaviorism as it relates to instructional strategies in the classroom.  One instructional strategy is "reinforcing effort".  Effort is the most important factor in achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007), yet we don't always take the time to explicitly teach students about the importance of effort.  By having students keep track of their effort and achievement, they can then see documentation which shows the benefits of their efforts.  Technology can make it easy for students and teachers to keep track of such information.  Third grade students may find that learning and practicing the skills of keyboarding is sometimes a daunting task.  Receiving immediate feedback on WPM and accuracy and then recording this progress in a spreadsheet helps students see the relationship between effort and achievement, and therefore makes the entire concept of building keyboarding skills more meaningful, relevant and motivating.  There are many "skill and drill" style online learning opportunities that students may find useful in helping them to learn math facts, states & capitals, spelling words, etc.  Once the conceptual understanding of skills and processes are taught, these online tools can be beneficial especially when the connection of effort and achievement is made.


Another instructional strategy is "homework and practice".  Research indicates that mastering a skill or process requires a fair amount of focused practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Technology can facilitate homework and practice by providing many additional resources for learning at home.  Students can use Web 2.0 tools to help reinforce or extend skills or processes.  Technology allows for differentiation to assist students in the specific areas that they need more practice or enrichment.  Online tutorials and podcasts can provide endless opportunities for students to revisit concepts from anywhere and at any time.  


Although technology provides opportunities for students to use and develop higher level thinking skills by creating, collaborating and communicating - I believe that the use of "drill and skill" type activities, while well supported with deeper learning, can be used appropriately and effectively in the classroom.


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

Reflection on Understanding the Impact of Technology on Education, Work, and Society

Marc Prensky coined the term digital native in his work Digital Natives, Digital Immigrants published in 2001. Our students today are all “native speakers” of the digital language of computers, video games and the Internet. (Prensky, 2001).  Most teachers who have taught for 15 years or more would most likely agree that today’s students think and process information fundamentally differently from their predecessors.  Often teachers note differences in engagement in the classroom - which is why it is so important to understand how this generation of learners learn.  

The course “Understanding the Impact of Technology on Education, Work, and Society” at Walden University has helped me to better understand and consider the needs of my digital native students.  Although I was familiar with the effective uses of wikis, podcasts and blogs - this course really made me examine my learning environment and better design lessons that allow my students to be planners, creators, collaborators, decision makers and problem solvers.  Creativity is needed to apply the benefits of new technology to education, and teachers need to be willing to change from a teacher-centered to a learner-centered classroom. I am committed to being an enthusiastic adopter of new technology, and equally willing to find ways to continually engage students in learning that is relevant. 

Dr. Chris Deede asserts in his video presentation “Evolution of Technology and Pedagogy” that technology can be can either be automating or innovating (Laureate, 2008).  When planning my lessons I often think of this - and examine whether I am integrating technology in a way that will allow students to innovate - or do something that they otherwise wouldn’t be able to do.  Technology has facilitated the capacity to learn things in different ways.  One goal that I have is to teach my fourth grade students podcasting and allow them to create podcasts which teach content in their other curricular areas.  They could create a series of podcasts which teach the steps of long division, writing skills or define and give examples of landforms.  These podcasts could be published to iTunes and be downloaded to the school’s or students’ personal iPods and MP3 players.  

Another goal I have is to create a platform for students to connect with other students in order to create student learning networks.  Expanding on the idea of creating learning podcasts, students could connect with other classrooms, share their podcasts via blogs and exchange thoughts and ideas with students from across the globe.  Receiving authentic feedback will enable students to identify and explore diverse perspectives and processes to find multiple solutions to problems.

I look forward to expanding my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by continuing my master’s program at Walden University, serving on my school district’s technology curriculum development team, attending and learning from the ISTE conference this summer,  teaching technology professional development courses to colleagues and teaching technology camps for students in my community.  I equally gain knowledge when I teach classes - as it gives me real perspectives from teachers and students that cause continuous reflection of my own learning.

As I reflect on the self-assessment checklist that I completed at the beginning of this course, it feels good to know that I am making growth in my skills and practices of integrating technology in the classroom in order to support 21st Century Skills. Through the use of blogs, my 3rd, 4th and 5th grade students are engaged in activities that promote self-reflection and self-examination of their own learning.  I am also working with a team of teachers to design curriculum and learning experiences that align with the Iowa Core Curriculum 21st Century Learning benchmarks and standards.  Although I always feel I can improve, grow and develop as a lifelong learner - I am proud of the advancements I have made by applying the knowledge I have gained in this course.

Resources:

Laureate Education, Inc. (Executive Producer). (2008). Evolution of Technology and Pedagogy. Baltimore: Author.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5)

5th Graders' Technology Usage

I recently surveyed one of my 5th grade classes on their estimated average technology use at home.  I created the survey using SurveyMonkey and the students anonymously answered the questions.  Below is a chart which summarizes the results from a fifth grade class made up of 13 boys and 12 girls.  Click on the chart to enlarge.

I was surprised by the results and expected that students would report that they spent more time than they do with the various technologies at home.  I also interviewed students - randomly chosen - and asked them three questions:  How do you like to use technology at home?  How do you like to use technology at school?  and What would you like teachers to know about how you learn best?  Here is a sampling of the responses:



If there is one important lesson that I learned this week it is this - as educators we need to LISTEN to our students more!

The Partnership for 21st Century Skills

The Partnership for 21st Century Skills are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for today’s students.


The graphic representation for the framework is helpful, but I found it necessary to take the time to read through the definitions documents to fully understand and appreciate the elements.  Although only 15 states have had legislation commit to alignment and writing state plans, many districts use the Partnership for 21st Century Skills framework as a guide to align their curriculum. On each state's page, there are countless tools and resources for teachers and administrators – each organized by support system, skill or knowledge. I consider the Iowa Route 21 website to be a valuable resource, and look forward to exploring the other 14 states' pages. 
  
The state of Iowa has chosen to become a P21 Leadership State and began working on a common core curriculum in 2005. I have become very familiar with the Iowa Route 21 website and the Iowa Core Curriculum as a part of a district committee that I am on to rewrite district technology curriculum. We are aligning the standards, benchmarks and objectives in our curriculum to be in alignment with the Iowa Core. I also hope to see our district develop professional development for teachers, specifically in the area of Information, Media and Technology skills, as a support system to help produce 21st century learners.