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.
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Maureen,
ReplyDeleteI too enjoyed reading about Dave McDivitt's history game. I think that any time the students can learn information through a game, they remember it better. Children today are so used to playing computer games and video games that they are second nature to them. It just makes sense that learning would take place in game form as well. I like how he created his own experiment by having one class use the game and one class not. I'm sure that the class that didn't get to participate in the game was very upset when they heard about it. This was a great way to make learning fun!
So many of the students today are able to do anything involving technology with little to no effort. It is second nature to many of these students. I see how excited my students get when they are given the opportunity to do group activities using the SmartBoard or even the classroom computers. Why not use computer of video games to teach our students? It is what they are familiar with and very good at. If we can find educational support to back up the use of video games in the classroom, I do not think we would have a problem with a lack of student participation.
ReplyDeleteLindsay, I too thought it was very humorous how he conducted his own experiment. I would like to see what the test results would be if he were to give those students who originally did not get the video game, the opportunity to play. I know the scores would increase, but by how much?
Maureen,
ReplyDeleteI agree with your quote from the book that deals with the students enthusiasm increasing because of the new content being presented. I have learned that the students engagement and excitement comes from the teachers presentation of the material. In addition, any time that a teacher changes their style or incorporates something new the students become more focused and increase their learning.
I also loved reading how this history teacher used a computer game to teach his content. Most of the youth today is growing up with a computer and video games. This is what excites them and keeps their attention. In addition, it is more exciting for a teacher who is use to just giving a lecture and some handouts. I would have loved to experienced this type of learning style throughout my education.
Do you think teachers should still use a lecture style method from time to time in a classroom?
I had a similar reaction to the fact that McDivitt used the technology with one class and not the other. I know those kids were unhappy with the delivery of their instruction and it would be interesting to see if they would improve their scores now if they were given the video game format.
ReplyDeleteI do think the lecture must remain especially in the high school setting where I teach. However, it must be combined with other strategies for teaching so all types of learners are engaged and so students get exposed to all types of instruction. We are preparing students for college and we all know that there are lots of lectures in college. Students need to be prepared to listen for important information in a lecture format and also know how to take notes from a lecture. I do not think we are doing this so well as students are used to getting lecture notes and Power Point outlines instead of gleaning the lecture notes from active listening.
High school teachers do have to be careful to break up lectures by giving students an interactive way to apply what they have learned to make sure it is retained.
Maureen,
ReplyDeleteYou make an important point about the importance of preparing high school students for college. I remember those long lectures. However, I agree that all content can be a combination of lecture and technology.