Constructionism

The resources that we read about this week in Pitler, Hubbell, Kuhn, and Malenoski's Using Technology with Classroom Instruction that Works, the authors discuss how students may integrate technology when generating and testing hypotheses. I was especially intrigued by teacher Dave McDivitt's history game that focused on World War II. He created his own experiment and hypothesis when he used the interactive website with one class and not with the other. He found that "those students using the simulation software not only recorded higher test scores, but also - and perhaps more important - showed overwhelming enthusiasm while learning the material" (2007, McRel).

Dr. Orey spoke about the importance of creating an artifact in constructionism. The brain makes more of a connection when this artifact can be shared. In Mr. McDivitt's simulation game, the students collaborated, created an electronic scenario of their country in which they became personally involved with the outcome, and thus retained the knowledge as evidenced by the test scores.

This is yet another example of how episodic memory is key to students' retaining knowledge that is recalled and stored. The multiple step, sustained over time nature of this activity has all of the characteristics of constructionism and it worked for these students. Another aspect of why the students bought into this activity is due to the use of technology over traditional teaching methods. Their level of interst was piqued immediately which activated their short-term memory when they incorporate their sensory skills in using the computer software.

Cognitive Theory

In the DVD, “Cognitive Learning Theory,” Dr. Michael Orey describes the cognitive theory of “Paivio’s Dual Coding Hypothesis which states that students remember images better than text”(Laureate, 2009) when storing information in long term memory. Images are stored as well as text labels which tags the memory for retention. In Pitler, Hubbell, Kuhn and Malenoski’s Chapter 4, “Cues, Questions and Advance Organizers” of Using Technology with Classroom Instruction that Works, the authors discuss the use of multi-media tools as advance organizers. Video clips activate the senses of vision and hearing as well as helping kinesthetic learners to connect with the clips shown. Mrs. Simpson, language arts teacher, realizes that, “the visuals will help her affluent students, who have no real idea of hunger or hopelessness, gain a better sense of the hardships of that time period” (ASCD McREL, 2007). Prior knowledge can be activated by the video in preparation for the connecting of new knowledge which occurs in cognitive theory learning.

Multi-media is also mentioned as effective support of cognitive theory in the “Summarizing and Notetaking,” chapter 6 of Using Technology with Classroom Instruction that Works. The authors discuss high school students use of a “wiki to collaborate on a project where they create a teaser for a movie about Julius Caesar” (ASCD McREL, 2007). Notes are taken separately by students and then combined to create a script for a video project. This type of collaboration also engages students’ creativity and sets the stage for episodic memory to be created. All students contribute personal knowledge, and through the use of technology, sort and summarize their contributions. This assignment becomes a social endeavor as they give of their creativity and knowledge to decide on the best use of the information and present it in the most interesting manner to the group.

My daily experiences with using multi-media sources is that it excites the learner and becomes personal to him/her. The down-side is that teachers “must ensure that students stay focused on distinguishing trivial content from essential content” (ASCD McREL, 2007). When my students collaborate and create their video projects based on research and free creativity, they involve their sensory receptors which help place the information in short-term memory and then long-term memory as further connections are made to the topic and knowledge is stored as supported by the cognitive learning theory.

Behaviorism and Instructional Strategies

Behaviorist learning theory, as explained by Dr. Michael Orey's DVD segment "Behaviorism", refers to operant conditioning which uses reinforcement of desirable behaviors and punishment of negative behaviors(Laureate, 2009). Chapter 8, "Reinforcing Effort" and Chapter 10, "Homework and Practice" of Using Technology with Classroom Instruction that Works by Robert J. Marzano both encourage the use of Behaviorist theory. The Effort Rubric is a checklist that allows the student to gauge his effort level in several specific areas of skills for classroom achievement (Marzano, 2007). Over time, the student can easily see that if he puts in greater effort his achievement will go up. It is a plain and simple tactic that charts success. If a reward were given for the improvement shown, this rubric would be very similar to the online resources we explored this week which used positive and negative sounds for behavior change. Chapter 10 discusses the role of technology in homework and practice sessions. The technological resources mentioned in this chapter also correlate well to Behaviorist learning theory. "Multiple exposures to material help students deepen their understanding of content and become proficient with skills" (Marzano, 2007). The drill and practice routines described encourage implementing tutorial websites and programs which makes these strategies a part of effective Behaviorist theories.