Constructionism and Technology in the Classroom

Constructivism and technology have a complementary relationship.  Implementing them together only strengthens the lesson and allows a deeper connection in the learning process.  Technology in the classroom needs to be viewed from the perspective of constructing knowledge.  Constructivism is derived mainly from the work of Piaget, Vygotsky, and Papert.  It assumes that learning takes place in contexts, and that learners form or construct much of what they learn and understand based on their prior knowledge and experience (Laureate Education, Inc., 2011). Constructivist learning environments combined with cognitive technology tools help to guide and activate critical thinking and the construction of a deeper knowledge base.

This week we looked at different types of technology that can be used to enhance the learning process.  The main tools were spreadsheets and data collection tools.  Microsoft Excel is the most widely used and accessible tool, but there are certainly many others that can be utilized.  Programs like Excel, if they are implemented correctly, can have a strong impact on a learner and can allow them to delve deeper into the content than they may have otherwise.  I have witnessed, in other teachers classrooms and sometimes my own, Excel being used to simply enter data and make a graph.  I believe the difficulty in using technology for many teachers is using it in a meaningful way. 

Our county has spent quite a bit of money on SMART boards, projectors, wireless tablets, and Microsoft software.  They often give these tools to teachers without providing the training that would undoubtedly assist them in the implementation process.  Consequently, teachers only scratch the surface of potential for these tools.  One project I implemented last year was a flora and fauna identification lab.  Students went into the grove of trees outside of our school with tape measures and string.  Each group marked off a two hundred and fifty square foot area.  They then used books to identify the types of plants and trees in the space.  They took that information and put it into Excel where they created graphs.  They then make brochures using Microsoft Publisher to make a travel brochure which included graphs of tree types, percentages of different trees, and types of flowers that could be used.  They used actual photographs that they took to enhance the brochures.  This was a constructivist activity which allowed students to build on knowledge they already had and use knowledge that was recently gathered.  Projects like this one show that technology use under the constructivist umbrella can be a powerful tool and can only enhance the depth of knowledge that students acquire in the long run.

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

Cognitivism and Technology

Jean Piaget stated that, “The development of human cognition, or intelligence, is the continual struggle of a very complex organism trying to adapt to a very complex environment” (Laureate Education, Inc., 2011).  This belief system falls under the cognitivism umbrella but is still very closely related to behaviourism.  Cognitive psychologists share with behaviourists the belief that the study of learning should be objective and that learning theories should be developed from the results of empirical research. However, cognitivists disagree with the behaviourists in one critical aspect.  By observing the responses that individuals make to different stimulus conditions, cognitivists believe that they can draw inferences about the nature of the internal cognitive processes that produce those responses.

This week we looked at different ways to organize data, summarize information, and take notes.  Each of these categories was approached from a technological standpoint.  Tools such as word processors, spreadsheets, and graphic organizers are a few of the main pieces of technology that were touched upon.  I have seen numerous teachers use this technology in the classroom, but it was not until recently that I came to a realization.  Without proper planning and intent, these tools can be as ineffective as a daily worksheet or some other form of busy work.  When applied within a well thought out curriculum, they can enhance the learning experience and further the cognitive process.  

I teach sixth grade math.  My students are eleven and twelve years old generally.  According to cognitive theorists, my students fall between concrete operational and formal operational periods in their cognitive development.  This means that they are beginning to master abstract, logical notions and hypothetical notions.  I believe the implementation of technology, especially graphic organizers, can have a great impact on the students learning process.  The graphic organizer in particular, for me, lends itself to this enhancement.  By being able to see a concept visually, students can assimilate it more accurately and can begin to form opinions and hypotheses about the content being studied.   Technology is certainly a useful tool in all parts of the learning process, but it needs to be applied with careful planning and must have the learner in mind.  

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [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

Behaviorism in Today's Classroom

Behaviorism in Today’s Classroom

“Behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001).  The emphasis on behaviorist learning has decreased in recent years.  However, this does not mean that the theories can’t be used successfully for certain applications in the classroom.  This is only one approach.  There are many and yet none of them seems to be a cure-all.  Taking important concepts from each theory and using them together requires making the same types of connections that we expect from our students. 

Reinforcing effort in the classroom is one area where a behaviorist approach can be successful.  The use of spreadsheet software to create an effort chart is a good example.  Students would become familiar with the rubric and would be conditioned to expect a certain outcome depending on their weekly progress.  A simple thing like receiving teacher praise after a week of progress could be considered behaviorist. 

Homework is an opportunity for students to practice the concepts that they covered in class that day or that week.  It is certainly necessary to help students to master the material.  Teachers frequently praise students for completing homework, put a star next to their name on a bulletin board, or even give out extra privileges in the classroom.  These are all examples of behaviorism and can be used successfully in the classroom.  

In the past, in order to encourage students to put in the effort, I have tried some unique reward based techniques.  I traded one student two tickets for a whitewater rafting trip in exchange for an entire semester of homework completion and grade improvement.  The company is one of our business partners.  I entered into a similar contract with another student where they earned a membership to Gold’s Gym which was donated after I spoke with the manager.  These worked quite well with these two individual students.  I would not use the same method with every student because those items would not interest many students.  Behaviorist theories certainly have their place in the classroom but they need to be used at the discretion of teachers that can implement them while still exploring the many other avenues to 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