Generating and Testing Hypotheses

Through the use of technology, students today are able to generate and test hypotheses easier and faster. Technology allows the student more time to interpret, analyze and present the gathered data. Web 2.0 tools such as spreadsheets, virtual tours and online gaming, allow the student to interact, manipulate data, observe patterns, and test their predictions with various scenarios. Having the ability to create and control different scenarios increases learner motivation, thus perpetuating additional inquiry. Interactive software enables the student to concentrate on the interpretation of the data rather than the actual process of data collection. The student is also easily able to introduce variables to their hypotheses while observing the different outcomes. In this way technology has enabled the student to engage in higherlevel thinking.

Cognitive Learning Theory and Technology

The concept of cognitive learning theory states that learning"takes place when information enters through the sense, undergoes mental manipulation, is stored and is finally used. (Lever-Duffy & McDonald, 2008) Learning is acquired using information that connects and builds on previously learned information (Laureate Education, 2009) The source of information can be assimilated through integrating multiple senses. The learner is then able to process new information by connecting and building upon stored information. Applying the cognitive learning theory to the classroom setting through the use of technology encourages higher level thinking by the student. technology allows the student to develop such skills as concept mapping. summarizing, note taking, and organizing information. (Pitler, Hubbell, Kuhn, & Malenoski, 2007) Using word processing programs, the student is able to create an organizer for note taking and summarizing. Concept mapping skills can be developed with the use of such programs as Inspiration and Kidspiration which encourage visual learning. By incorporating technological strategies, the cognitive learning theory is utilized. Technology is able to meet the cognitive needs of the student by providing easy access to information then using that information to scaffold upon already learned material.

Laureate Education, Inc. (2009). Bridging learning theory, instruction, and technology. Baltimore, Maryland, USA

Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical foundations. In Teaching and learning with technology (pp. 2-35). Boston: Allyn and Bacon

Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid-continent Research for Education and Learning.

Review

Review of "Reinforcing Effort" and "Homework and Practice"

From a behaviorist perspective, behavior is the response to external stimuli, that response can be either positive or negative, and are repeated until the response is learned.

Our text, Using Technology with Classroom Instruction that Works, by H. Pitler, et al., discusses using technology to assess effort. I see that by using technology, specifically an Excel spreadsheet, to gauge effort is also demonstrating an example of behaviorism. Our text uses the example of a teacher setting the objective that the more effort a student puts into preparation for a quiz, the higher the score. The effort, measured by time spent in preparation for quizzes and homework checks, has an immediate response by the grades received. For each action (effort), there is either a positive (higher grade) or negative (lower grade) response. The spreadsheet is a visual tool that clearly shows a direct correlation between effort and grades. In this way effort is reinforced and the student is taking more responsibility for their own success.
This is clearly an example of behaviorist theory.


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

Behaviorism in Today's Classroom

There is a wide variety of theories on how we learn. One theory is that of Behaviorism as presented by John B. Watson and B.F. Skinner. They believed that an individual’s behavior is learned from external stimuli. “The learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them.” (Lever-Duffy & McDonald, 2008)This is obvious in class management. Teachers use different strategies to be effective in class management. They may use some form of card system. Green, yellow and red cards are used to represent a student’s behavior. When a student acts inappropriately, they move their card to yellow. If the behavior continues, the card is moved to red. For each behavior, an immediate response is given.
Learning through the use of technology is similar. When an action is required by the learner to produce the correct behavior, immediate rewards are given. If the action is incorrect, immediate feedback allows the learner to learn from their mistakes and the action is repeated until the correct behavior has been mastered. (Magliaro, Lockee & Burton, 2005) Many of our technology instructional materials use immediate reinforcement, either positive or negative, to influence learned behavior. Children enjoy using these instructional materials. They have fun while learning.
I believe that utilizing behaviorist learning theory in the classroom is beneficial to the learner. In today’s society, we want instant gratification. According to behaviorist theory, we are learning and modeling our behavior through external stimuli all the time.

Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical Foundations. In Teaching and Learning with Technology (pp. 2-35). Boston: Allyn and Bacon.

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research &Development, 53(4), 41–54.

So Little Time.....

I just got back from attending a tech conference for educators. I learned alot! There is so much to know about technology and its application into the classroom and so little time to learn enough to implement it comfortably.

There were many breakout sessions on Web 2.0 tools; many of which I have been exposed to but have not yet implemented. Most of the websites mentioned were free and easy to use. Voicethread.com was one of the main tools along with flicker.com, glogster.com, Jing.com, and teachertube.com. Slide show websites included were tumbler.com which can easily be embedded into a wiki. Prezi.com was a website that many of the presenters used instead of PowerPoint. It was very interactive. The site has an easy tutorial that shows how easy it is to use. Wordle.com is a neat site that, for example, takes all the words used in a speech or news article and the more times the word is used in context the bigger the wordle is in the word cloud. Check it out; it has great potential for use in the classroom.

Other sites mentioned were Quizlet.com which featured already created quizzes for all grade levels as well as a feature that you could create your own quiz for you students.

Social networking sites, such as Ning, and twitter, can have educational uses, but of course, preview them before showing in class first.

All these wonderful websites and so little time to master and utilize them. I guess if I worked on one per week, it might be manageable and I could begin to use them in my curriculum.

I'm Back!

I last posted to this blog in the spring because I was taking a class on technology through Walden University. I did not take any classes over the summer so that I could get rejuvenated. So , now I'm back and have begun another technology class at Walden. This class is called Bridging Learning Theory, Instruction and Technology.

I scanned the course syllabus and realized that I will be posting to this blog for assignments. I figure I better refresh my blogging skills and make a few posts before the assignments are due.

I should have been using this forum all along except that "things" get in the way.

My goal for this semester is to continue to use this blog after the class is over. I have been toying with the idea of journaling and I can use this blog to narrate my journey through my master's classes.