Hypothesis and Technology

In "Using Technology with Classroom Instruction that Works," I thought it was fascinating to think about generalizing and testing hypotheses and how these ideas can work in conjunction with not only project based learning but also through infusing technology.  It establishes how technology can play a vital role in expediting the tedious analysis that sometimes accompanies lab work.  Further, I appreciated how the book extrapolated that students involved in decision making are, in their own way, generating and testing hypotheses. 

One web resource which I found particularly interesting was www.making-history.com where students are involved in a multi-player strategy game as a means of understanding the economic and political causes for WWII.  This tool truly embodies constructionism because it serves as a liaison for students to assimilate and accommodate new knowledge.  Given the background students have with WWII, www.making-history.com allows them to experience the complexity of war in a way that is not only meaningful, but works to connect their new ideas with preexisting ones.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

As I was reviewing this weeks learning resources, I was in awe of the amazing advances we have made in educating our students.  By working to utilize technology in a way that makes learning and experiencing the world more accessible, we are better preparing our students to be successful in the "real world". 

That being said, I believe that the technology used in the classroom is only truly effective if it expedites the process or is simple enough to be truly impactful.  For example, using a spreadsheet to chart and graph data (as described in the vignette) is only effective if the technology used in simple enough for the students to use as to not get bogged down by the technology.  Otherwise, the experience is ruined by the monotonous details of the technology used.

 One strategy I found to be particularly useful was the idea of virtual field trips.  By creating these field trips to have students experience information rather than simply learn about them, allows the students to internalize and grow from it.  As for teacher, these experience further enhance cognitive learning theory.  By reinforcing concepts via experiencing them allows the brain to more fully absorb and stash them into memory.  I was struck my Michael Orey as he stated that people don't forget things, rather they forget how to access the knowledge further reinforced that idea that teachers need to create numerous, meaningful connects to ensure multiple pathways of retreiving information. 

Behaviorism in Action

As I reviewed the learning resources, I found that many of the suggestions intrinsically included behaviorism as a means of effectively communicating.  Behaviorism as described by Dr. Michael Orey has two purposes: reinforcing positive behaviors and punishing negative behaviors as a mean of extinguishing them (Orey, 2001).  For both reinforcing effort and homework and practice, behaviorism is expressed primarily through reinforcing positive behaviors.  By reinforcing positive behaviors, students are not only successful in the short term, but also learn life long skills for success.

Reinforcing effort from Using Technology with Classroom Instruction that Works asserted that showing students the correlation between effort and success allows the student to take ownership in their educational journey.  By way of charting effort and results, gives the students empirical evidence of the effect of effort on their success.  In that way, behaviorism plays a role by reinforcing the results that students see.  Ideally, students would see that when they exerted greater results.  By having the results illustrating the effect of their efforts.

Similarly, homework and practice (as described) should allow teachers to give immediate, specific feedback on the results.  By having students quickly see their results, allows for them to change their process accordingly.  Additionally, by having teachers quickly grade homework offers another avenue for communication to occur.  Following behaviorism, this interaction can help to reinforce correct responses and alter incorrect responses.

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