Constructivism/Constructionism in Practice

The constructivism and constructionist learning theories support learning where students learn through direct experience or discovery. Dr. Orey (2008) summarises constructionism as a theory of learning that asserts that students learn best when they build an artifact or something that they can share with others. Inherent in this definition is the idea that teachers should be facilitators that provide the enabling learning environment through which students can derive their own meaning through discovery. The constructionists go a step further and suggest that students learn best when they construct something tangible.

The study materials for this week recommend several technology based tools that teachers can utilize to facilitate instructional activities where students can discover and create artifacts of their learning. Pitler et al. (2007) recommend software that students are able to use to generate and test hypothesis. They describe a number of interactive software that allow students to spend more time interpreting data rather than gathering data.

In addition, there are a number of project based learning technology that can be used to facilitate discovery learning. Project based tools enable students to improve skills such as, communication skills, presentation skills, organisational and time management skills, as they plan and develop their projects. There is very little doubt that these technological tools correlate well with constructivist and constructionist learning perspectives.

Reference:

Laureate Educational Inc., (Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Micheal Orey

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

The cognitive learning theory in practice

The cognitive theorists view learning as, "a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used" (Duffy & McDonald, 2008 p.16). Enshined in this definition is the idea that learning is a thinking process, a mental activity of the brain. Dr. Wolfe (2008) emphasized that learning is making connections or strenghening connections in the brain. She also emphasized that in order to understand, the brain attaches new experiences to information that is already there. In addition, the brain creates new connections when new experiences are encountered.

The instructional strategies that were studied over the past week correlate well with the cognitive learning theories. Pitler et al (2008) suggested that cognitive instructional tools such as cues and questions help to trigger student's memories and help them to access prior knowledge. Thus helping to support the connections and prepare the brain to receive new information. According to Pitler et al. (2008) teachers can use the web to find new information which is then plug into advance organizer. The advance organizers are good instructional tools because they mimic the connective, networking of the brain. Technology offers teachers numerous ways of presenting instructional materials to students that can stimulate their thinking, reasoning and creativity, thus supporting the cognitive perspective on learning.

Reference:

Duffy, J. & McDonald J. (2008). Theoretical foundations. New York: Laureate Education Inc.
Laureate Educational, Inc. (Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Patricia Wolfe, Dr. Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroon instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

Reinforcing effort and homework/ practice are two instructional strategies that are closely linked to the behaviorist principals of learning. Pitler et al. (2007) noted that "the instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). The behaviorist theory of learning places great emphasis on the learner responding to external stimuli. Once the required behavior is received then reinforcement ensures that the behavior is repeated. It is important for students to understand the importance of making an effort to achieve the desired outcome. Pitler et al. (2007) emphasised that technology, such as spreadsheet software can assist students and teachers to track their efforts and achievement.

Homework and practice give students a chance to review, apply what they learn and to master important skills through practice (Pitler et al. 2007). Indeed skills are not fully applied without frequent practice. There are a number of computer software that provide practice using tutorials, assimulations and drills. Technology enables practice exercises to be done at home, under similar school conditions.