Constructionism in Action

Constructivism confirms that the responsibility for knowledge acquisition lies in the hands of the learner; while constructionism empowers the learner to take the reigns in regards to building new knowledge.  Constructionism affords students much of the decision-making in regards to his/her learning, and therefore, requires solid instructional strategies to facilitate this rewarding approach to effective learning.  The principles of constructionism provide a foundation for successful implementation in the classroom that correlate precisely with the Generating and Testing Hypotheses strategy. 

    One of the key principles Constructionism is that learners are engaged in authentic, real-world tasks (Glazer, 2001).  When students are asked to participate in generating and testing of information, learning is optimized and is presented in a real-world format (Pitler, Hubbell, and Kuhn, 2012 p. 205) Higher level thinking can be initiated at the onset of the unit by asking students to access prior knowledge in order to better scaffold the new information he/she is about to endeavor learning.  Graphic organizers are an appropriate tool to allow students to visualize how his/her previous knowledge connects to the information no being encountered.  Not only are students engaging in an authentic, real-world task, but the strategy he/she is employing to learn is  an authentic means of gaining knowledge.  A thorough understanding of a concept is often brought about by a “cycle of inquiry,” and generating and testing hypotheses is the essence of this cycle (Pitler, Hubbell, and Kuhn, 2012 p. 214).  

    The authenticity required by the Constructionist learning theory is easily achieved by using a variety of the educational technology tools connected to the Generating and Testing Hypotheses strategy.  An educator should optimize the time spent in the classroom by utilizing educational technology is more focused ways.  Spreadsheets offered in software programs such as Excel or Numbers are exceptional learning tools for projects that require data calculating and storage capabilities.  However, students should be engaged in higher level thinking tasks when asked to use such technology.  An educator can achieve this by pre-loading a template with authentic data relevant to a higher level thinking task.  By eliminating the tedious work of data entry, the educator has left class time and brain power for the higher level task work.  Additionally, instructional interactives provide many authentic, virtual simulations that students find engaging.  Many of the instructional interactive software programs provide an abundance of authentic data that educators can use to engage students in higher level thinking activities Pitler, Hubbell, and Kuhn, 2012 p. 215). 
   

References:

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

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


   

Learning for the Long-Term

   Achieving long-term memory of new information is the ultimate goal for all learning, but it may be more easily said than done for learners not immersed in a experiential-rich learning environment.  The Cognitive Learning Theory details the Information Processing Model where new information must first be registered through the senses before entering into the short term memory, and only through rehearsal does this new information have the potential for staying power in the long-term memory (Laureate Inc, 2011b).  It is important to consider the requirements and limitations at each of these important stages of information processing in order to design lessons that utilize instructional strategies appropriate for the full potential of learning to take place. 

    In the first phase of information processing, the sensory registers require a multi-sensory approach to presenting new information for processing ignition.  A multi-sensory approach can be achieved by considering a variety instructional technology tools.  Advance organizers are an excellent tool for presenting information to students in a format that captures students’ attention.  Using software programs such as Inspiration allows an advance organizer to virtually “come alive” in a sensory capacity.  Inspiration allows teachers or students to provide a very visual concept map that also has the potential to include audio feeds as well as hyperlinks to other sensory-rich web environments.  In addition to concept-mapping software technologies, virtual field trips provide student with a multi-sensory encounter of new information.  Although students are not physically relocating to encounter new information, a kinesthetic connection can be made through the use of smart boards where students can click on and direct the virtual tour.   

    Short term memory can only process 7+/- 2 pieces of new information at any one time, and so it is important for educators to organize the new information in manageable ways to maximize learning potential (Laureate Inc, 2011b).  Once again, the use of advance organizers is essential in this stage of information processing in order for students to be presented with only the most important information in a logical, organized fashion drawing connections to related information.  A teacher might consider providing an organizer that contains blank information boxes to be filled out when the student encounters this new information while other boxes are completed in advance by the teacher.  The boxes that are completed may represent prior knowledge and the blank boxes anticipate new knowledge to be acquired.  Similarly, data collection and analysis tools such as Excel spreadsheets are software programs that easily allow teachers to isolate the new, meaningful information students should be encountering while providing the extraneous data. 

    Finally, the requirements for achieving long-term memory can be accessed through a diverse collection of instructional technologies.  The primary avenue for new information to enter into long-term memory is by elaboration (Laureate Education Inc., 2011a).  Encountering this new information in a variety of ways allows for numerous connections or networks to be established a pathway to accessing this information in the long-term memory.  Virtual field trips create rich experiences linked to episodic memories.  These field trips allow students the opportunity to use higher-level, critical thinking skills such as comparison when re-encountering new information.  Additionally, the use of instructional media such as blogs or wikis create experience-rich learning environments where students are asked to demonstrate their understanding of concepts by taking part in online discussions using a variety of media resources.  Wikis are wonderful platforms for students to demonstrate their ability to synthesize information he/she has learned through summary and note-taking.  Wikis allow students to display his/her ability to capture main ideas and supporting details in the new information they have learned.  Social bookmarking also holds the potential for creating and connecting pathways to information that may be stored for later entry into long-term memory. 

    The instructional strategies of cues, questions, advance organizers, summarizing and note-taking will aid me in teaching for understanding.  Each of these powerful strategies has the potential to support one of the three stages of information processing.    Technology should be used purposefully to support a particular goal in learning.  Understanding the role that a select instructional technology can play in supporting the processing of information is critical.

References:

Laureate Education, Inc. (Producer). (2011a). Program six: Spotlight on technology: Virtual field trips [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

Laureate Education, Inc. (Producer). (2011b). 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

Desirable Behaviors Reinforced Through Technology

The Behaviorist Learning Theory has gotten a bad reputation through the years, but still shapes the very instructional strategies educators use almost every day in the classroom.  It is important to understand that "Operant-Conditioning" is not grounded simply in consequences and punishments, but instead primarily focuses on the reinforcement of positive behaviors. 

The first instructional strategy I explored this week in the course text, Reinforcing Effort and Providing Recognition, relates most directly to the Behaviorist learning theory.  Perhaps the most enlightening point was the importance of reinforcing students' beliefs about the relationship between effort and achievement (Pittler, Hubbell, and Kuhn, 2013 p 57).  I know that I, personally, lose sight of the fact that this is not an inherent concept for most students by the time they enter my classroom in ninth grade.  Perhaps this important concept deserves its own unit or course, but I know extra time is not a luxury most educators can afford.  This is where I see the correlation between educational technology and learning theory.  A simple survey or poll conducted using a platform such as surveymonkey.com or an easily developed spreadsheet given at poignant points throughout the year can gauge students' understanding of how their effort is directly relating to their success.  Recognition no longer needs to be confined to the walls of the classroom on bulletin boards, but perhaps more authentically could be displayed on a class, district, or community website where students feel the true nature of their positive efforts.

There are a plethora of websites aimed at aiding teachers in offering positive recognition and reinforcing the importance of homework and practice.  One such resource that I have found to be extremely useful in coordinating these important instructional strategies is Edmodo.com.  Edmodo allows teachers to create a kind of virtual classroom combining many of the Web 2.0 tools into one local virtual environment.  Teachers can award online badges recognizing the efforts of students in this online classroom.  Additionally, teachers can post homework, upcoming events, and long-term projects to a calendar for students to track their homework and practice expectations.  Real-time surveys and polls can be created through Edmodo for instant data collection.  Finally, Edmodo allows students to communicate with the teacher as well as other students in a blog-like fashion.  I feel this educational technology holds the most possibilities for utilizing the instructional strategies studied in this week's learning resources as well as tapping into many of the principles behind the Behaviorist Learning theory. 

References:

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