Linking Instruction to Constructivism/Constructionism

The constructionist learning theory is based on constructing or developing something that helps students become active in their own learning. Dr. Michael Orey suggests that it is a theory based on people learning best when they build artifacts they can share with others (Laureate Education, Inc. 2009). How does this link to or perhaps change our instructional strategies? We need to offer our students tools to use in this building process. These tools can range from application software such as Word, Excel, Access, PowerPoint, and Publisher to Web sites or Internet searches. It can also include content specific software or simulations.

Any tools students can use to construct and be engaged in their learning would connect with constructivism/constructionism. The focus is to make learning more hands-on and tailored to each learner. Orey (2001) offers: "Instruction is only effective when the learners can relate personally and take something away from it" (p. 2). The constructivist theory was initially developed by Jean Piaget and addresses that each learner's understanding is unique and based on their experiences. His building blocks of learning include: assimilation, accommodation, equilibration, and schema (Laureate Education, Inc. 2009).

Constructivism/Constructionism's framework is that learning takes place in a more learner-centered environment as opposed to a teacher-centered environment. In our resources, there were many examples of how our students can become committed and enthusiastic about their learning through the process of exploring, designing, and solving real-world problems. One example was in the use of simulations to replicate real-life situations. Pitler, Hubbell, Kuhn, & Malenoski (2007) add: "Simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning" (p. 213). An instructor's role would be to make sure all students understand both the expectations and also the various methods to be utilized when constructing their artifacts. Teachers need to become managers of the projects their students are developing.

Instructional strategies for constructivist/constructionist-based activities rely on students taking ownership and becoming accountable and responsible for their knowledge while teachers are the guides in this process and offer direction. Orey (2001) adds: "In effect, this cognitive mentorship helps students organize the direction of their learning as well as understand how their strategies connect to the broader goal of solving the overall problem" (p. 6). Project-based, problem-based, and inquiry-based activities are instructional strategies that all utilize the concept of our students using tools to create and build their own base of knowledge.

Here is a link to read more about Jean Piaget and his learning theories: http://webspace.ship.edu/cgboer/piaget.html

References

Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Thoughts on the Cognitive Learning Theory

Cognitive learning is based on finding a hook or link that already exists in our students and connecting new information to it. It involves helping our students see designs or patterns and understand their development. Expanding our students' learning capabilities with higher order thinking activities and new technology tools is also an important element of cognitive learning. Students can now utilize technology to gather, examine, organize, design, and explore. By using cognitive learning tools in our classroom, students are more motivated and better able to see the meaning and relevance of lessons that replicate what they will be asked to do on the job. Dr. Michael Orey suggests that such tools afford our students a richer learning experience (Laureate Education, Inc. 2009). The cognitive learning theory is an approach to learning that focuses on building a framework so that our students are better able to learn, recall, and use information.

Cues, questions, and advance organizers are tools that can be used to shape the cognitive learning theory in our classrooms. Cues and questions help students recall previous knowledge, and advance organizers help students to categorize, summarize, and manage new information. According to Pitler, Hubbell, Kuhn, & Malenoski (2007): "Cues, questions, and advance organizers should focus on what is important rather than what is unusual" (p. 74). Application software like Word, PowerPoint, and Excel as well as concept maps are effective tools for our students to use when organizing or analyzing their work. They also help satisfy the varying learning styles of our students. Staying in line with the cognitive learning theory, these tools all aid in enhancing the learning experience and expanding on existing concepts.

Summarizing and note taking involve sifting through the information in order to classify, sort out, or categorize it. Again, the application software (Word, PowerPoint, and Excel) and concept mapping can assist our students as they determine how to manage new information. Cognitive learning concentrates on enabling our students to better understand and remember concepts, and summarizing and note taking are two tools that offer increased exposure, higher-level thinking, and decision-making skills. Wikis and blogs are also helpful collaborative tools when students want to share information or learn from each other.

The cognitive learning theory helps our students identify academic relationships, organize them, and govern their use. When we follow this approach, our students are better able to develop and increase their level of learning.

References

Laureate Education, Inc. (Executive Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Here is a link on the cognitive learning theory that you might like to explore:
http://www.learningrx.com/cognitive-learning-theory-faq.htm

Connecting Technology, Instruction, and Behaviorism

Behaviorism is based on the assertion that actions or behaviors are learned routines that can be observed or assessed. One way to develop a routine or habit is through practice or conditioning. B. F. Skinner developed the concept of operant conditioning. According to Orey (2001): "His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not" (p. 2). When this perception is combined with technology in our classroom instruction, our students are able to engage in an activity that allows them to practice new skills, receive instant responses, and concentrate their efforts where they are needed most. In other words, students have specific goals to focus on and are able to react positively toward accomplishing those goals. Here is a link to some information on operant conditioning that you might like to check out: http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm

One component of the behaviorist theory is that the learning should be measurable. By interlacing technology with our classroom instruction, the process of accessing student work becomes easier. Pitler, Hubbell, Kuhn, and Malenoski (2007) offer: "Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback" (p. 156). The educational software that my students use—keyboarding and introduction to computers—is tutorial in nature and has the advantage of being used in the classroom, in the media center, or from home. In this way, students can work on improving their skills at a location or time that is most convenient for them. Pitler, Hubbell, Kuhn, and Malenoski (2007) add this insight: "Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills" (p. 189). In addition, my students are given support from the software, a timely measurement of their skills, and a prescription or suggestions for improvement.

The various educational technology resources available are similar in that they provide exposure and practice at the learner's pace as well as cues and feedback on their achievements. They also utilize the behaviorist theory of stimuli and response. It is important to remember that these technology resources are tools and should be used to increase and enhance the learning experience for our students. Our goal when incorporating them into our lessons and classrooms should be to enable our students to expand their skill sets, extend their knowledge, and become active in their learning.

References

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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