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Connectivism and Social Learning in Practice

Various theories of learning have been suggested, and these theories differ for a variety of reasons. A theory is a combination of different factors or variables woven together in an effort to explain whatever the theory is about. Theories based on scientific evidence are considered more valid than theories based on opinion. Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behavior and world views. The relationship between theories and practice is complicated by there being more than one type of learning. In the media segment Dr. Orey discussed how in the past educational institutions prepared their learners to acquire a set of skills that they would be utilized for a single life long career. 21st century learner require a different set of skills to be prepared for constantly evolving world. Nearly every educational setting involves several types of learning, each with its unique importance to the functioning of the classroom.

From learning theories like Behaviorism, Cognitivism, Constructivism, and Social Learning, it might be possible to extrapolate future models of learning taking into account the interconnections of the theories and the increasingly networked and connected world we live in (Laureate Education, n.d.).  Connectivism and Social Learning are prevalent in today’s classrooms.  Social learning suggests that students understand content in a more meaningful ways through active engagement in conversations and building artifacts with peers (Laureate Education, n.d.). This theory states that students can learn from one another by actively participating in a social group. Cooperative learning and multimedia experiences are two instructional strategies that support social learning. Utilizing these strategies will enhance student learning and create lifelong learners. Cooperative learning occurs when groups of students interact with each other to enhance learning (Pitler, Hubbell, & Kuhn, 2012).  Technology can be used to support learning in this type of collaboration. When students interact with each other in social situations and learn the curriculum and are very likely to retain this information.  They are able to interact with information on a deep level, thus committing it to their long-term memories.  Technology is changing how we learn and providing new ways for social learning to occur. 

Reference:

Laureate Education (Producer). (n.d.). Social learning theories [Video file]. Retrieved from https://class.waldenu.edu

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

Constructivism and Constructionism

The difference between constructivism and constructionism is when students construct their own meaning of things (Laureate education, n.d.). Constructionism takes place through helping students produce constructions that can be shared with others (Laureate Education, n.d.). This process provides the students with the opportunity to explore and create in order to understand. Project-based learning, problem-based learning, and inquiry-based learning all three closely relate to the information processing approach while focusing on learning experiences where students can help solve a problem or address an issue.

They fit well with technology-rich learning environments where the focus is not on the hardware and software, but on the learning experience. In each case, technology is used to facilitate learning. It may be a tool to organize ideas (such as Inspiration), search for current information (such as an online news source), or present ideas (such as PowerPoint presentations). Dr. Orey describes this method as an easy tool for students to build or create something to demonstrate their knowledge (Laureate Education, n.d.).  According to Dr. Orey PowerPoints with images can help students build schema and can connect with real-world experiences, (Laureate Education, n.d.). Another tool teachers can utilize to make project-based, problem-based, or inquiry-based approaches more seamless is a WebQuest.  They are online inquiry-based tasks that allow students to study evidence about an issue or topic and make a decision based on the information they collect (Orey, 2001).

 

By using this constructionist-technology tool teachers can set expectations for a project using a rubric. When students are given the opportunity to choose a topic to research, create questions about their topic to guide their research, and present the information they are more engaged in their work. When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Generating and testing a hypotheses can be done in every subject and works with the constructionism strategy through creating projects that utilize a topic that is meaningful. Generating and testing their predictions is a great learning tool. When a student generate and tests a hypotheses they are engaging in problem solving. This process will provide the students with a clearer understanding of the lesson.

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitive Theory.................

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. Dr. Orey talked about the three different stages of information processing which are, sensory input of information or receiving the information, then it goes into short-term memory, and then once processed deep enough, it gets stored into the long-term memory (Laureate Education, n.d.). The cognitive learning theory addresses the need for making connections with information in order to recall it later.

According to Dr. Orey cognitive tools have several roles and "their roles allow students to interact with information in order to acquire, synthesize, create, and share new knowledge" (Orey, 2001). Therefore, the cognitive learning process allows for students to acquire the information in various ways and by "integrating multiple senses in presentations improve learning." (Laureate Education, Inc., 2001”.

"The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2012). This is just one example of a cognitive strategy to use within the classroom. Cueing, questioning and creating advance organizers is another way to help students activate multiple senses and make connections in their brain. They will be able to use their prior knowledge and build upon that knowledge to acquire new information, helping students understand the material more effectively because it will be presented and provided in various ways giving students more opportunities to understand it. One last strategy to utilize within the classroom is summarizing, when summarizing one needs to understand what they have read, heard, or learned in order to be able to put it in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2012).

References:

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

Behaviorist Theory............

Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli. The theory believes learner starts out with a clean slate, and behavior is shaped by positive and negative reinforcement. Under this theory educators provide students with immediate feedback, break down tasks into small steps, repeat the directions as needed, and give positive reinforcement. Students under this theory respond to reinforcement, ask questions for clarity and ask for feedback.  “Behaviorism directly links with “observable and measurable aspects of human behavior (Orey, 2001). 

“Reinforcing Effort and Providing Recognition” and "Assigning Homework and Providing Practice." relate to behaviorist learning theory in a variety of ways. The instructional strategy of reinforcing enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, & Kahn, 2012, p.57). Practicing a skill or concept enhances the ability to reach the expected level of proficiency.  Multiple exposures to materials help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, and Khun, 2012 p. 188).  This all aligns with the behaviorist learning theories. Providing recognition comes second nature to most teachers. Great job or Nice Work! Recognition can promote student engagement and decrease behavioral problems (Pitler, Hubbell, & Kahn, 2012). “Homework and practice also relate to the behaviorist theory and give students a chance to review and apply what they have learned” (Pitler et al., 2012, p. 167).

Actions are driven by a need to gain rewards or avoid punishments. In conclusion I think that the behavioral theory can be very useful in my own teaching, I can utilize it as reinforcement to encourage students to do their best work and to encourage improvement. I do feel less inclined to utilize punishment unless absolutely necessary. I will also utilize the aspect of clearly explaining my expectations and directions for all assignments.

References:

Laureate Education (Producer). (n.d.). Behaviorist learning theory[Video file]. Retrieved from https://class.waldenu.edu

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology
 with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD

Effective 21st-Century Educator's

This course has helped me to develop my own technology skills as a professional teacher by expanding my original definition of technology and how it is utilized in the classroom. Technology really does change the role of a teacher, many times people take the word technology for granted and assume that it is just a short cut for students not to have to learn formulas or cursive writing. They think it is a quick way to access an answer, utilize a calculator, or not have to write a paper. Technology offers a way to engage students in learning individually and collaboratively.

Teaching and learning go hand-in-hand, in order to be a successful teacher one must choose to grow and learn through a variety of means. Becoming an effective 21st-century educator and constantly evaluating the skills students need to compete in the global economy. In order to do so an educator must be a lifelong learner, one that is willing to learn from their peers, but also from their students. According to Richardson 2010 students need to be able to collaborate with peers, not just in the classroom, but also from around the world. Educators need to follow the same rule of thumb. Educators must also be aware of the rapidly changing technology and have the ability to choose between necessary and unnecessary technology.

In order to continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement, I must continue to foster peer relationships and be a creative thinker. Educators also need to develop a toolkit that allows our students to utilize online tools in a positive way. We first need to ensure students understand the need to make safe, educated choices when dealing with technology. It is our job to prepare our students for the ‘real world’ that exists. Students need to be comfortable with the idea of change and be willing to adapt to the changes around them. My long-term goal is to create and share a dynamic learning environment that can help to prepare students for the future. Our students need to be prepared for 21^st Century Skills including critical thinking, communication, technology, and collaboration that are needed for future success.

References:

Laureate Education (Producer). (n.d.). The changing role of the classroom teacher: Part 2 [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.b). Technology and Society [Video file]. Retrieved from https://class.waldenu.edu

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Students and Technology

Podcast Location
http://youtu.be/DZDR3ptPTzE?hd=1

Technology has certainly changed how students learn, their exposure begins at a very early age. Technology has enabled students to learn things in different ways (Laureate Education). As educators we need to develop a toolkit that allows our students to utilize online tools in a positive way. We first need to ensure students understand the need to make safe, educated choices when dealing with technology.

Podcast Transcript:

Students and Technology go hand in hand, I conducted a Student Questionnaire on Technology Usage by utilizing a 13 question survey that addressed three main areas: (1) personal technology skills, (2) technology usage, and (3) how students feel technology integrates into the classroom.

The survey included 3 Student a female in in the 7^th grade and 2 males in grades 9 & 11. The results were very similar in many situations including how much technology the students have access to at home. The only concern was many times the devices are shared. They also though An Interactive board would be the best addition to a classroom environment.

The students also disagreed on whether the use of digital technology during their classes for educational and non-educational purposes are a learning distraction. Both male students were not bothered while the female student felt it can become a distraction. The one area that I was most shocked about was that all students agreed that books on an iPad or computer are somewhat uncomfortable.

In conclusion the students utilize technology for personal and classroom use more than 4 times per week. They all feel they have more than an adequate ability to properly utilize and access technology. The one point they made was how they feel that technology aids in the completion of homework and classwork while making learning more enjoyable. 

References:

Laureate Education (Producer). (n.d.). Debate: Digital natives and digital immigrants [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Millennial learning styles [Video file]. Retrieved from https://class.waldenu.edu

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Use the Proquest Central database, and search using the article’s title.

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6).