Constructivist/Constructionist

I see Jean Piaget's learning theory as a "lone investigator", one who if left on their own, would still grow and learn on their own. Active learning plays a vital role in the learning process, and I believe it is the responsibility to engage and enhance student learning and empower curiosity.

Dr. Micheal Orey explained constructiVism as what is unique to you as constructing ones own meaning, and constructioNism as using first hand experiences to understand things - getting involved - building. Orey also discussed the differences between assimilation and accomodation. Learning can be enhanced by discovering what the student already knows - assimilation, and applying new concepts to their own prior knowledge - accomodation.

In our text, one teacher has her students create a spreadsheet to demonstrate the importance of being a good money manager. This strategy correlates with constructionism because the students are building something. They will assimilate their prior knowledge of money and investing, and accomodate what they learn about saving accounts and the stock market.

Another teacher used constuctionism by having her students build a chart to explore the acid in rainfall.

I am comfortable with the definition that constructionism is building where constructivism is no "absolutes" and constructing ones own meaning.

I am a believer in Piaget’s constructivist view that the role of the teacher is to facilitate and guide students’ ideas and conceptions after giving them the opportunity to formulate their own resolutions. It is the teacher’s responsibility to engage students to a higher level of thinking thus empowering their curiosity and intellect.


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

Here is my voice thread. I hope the pictures change with the poem. If not, you will have to click each picture.
https://voicethread.com/#e573632

Cognitivism

After diving into cognitivism, I have found it will be difficult to stay on topic with this assignment. I have found many ways to apply cognivitism into my lesson planning, and cannot wait to implement them.

In kindergarten I introduce a unit/lesson many times by using KWL charts. I like them because they activate prior knowledge and force the students to ask questions; therefore, forcing thinking skills and interest. Students/teachers can use inspiration to create templates for students to fill in. Using graphic organizers gives students a visual representation that allows them to organize and process information. The visual representation is a strategy relative to cognitivism because it involves the senses. Integrating the senses enhances long term memory and brought about a process called “dual coding”. Dual coding states that the brain recalls images, smells, etc. more than text because it stimulates prior knowledge and experiences (Orey, 2001).

Power points are a technology tool that connects cognitivism by also using visual cues. As Dr. Orey said in his video – make sure to make the connection between what is being taught and the images.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Orey.

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

Behaviorism in Practice

It is my belief that classroom instruction must include aspects of behaviorism to be successful. On page 188 of the text "Using Technology with Classroom Instruction that Works", it talks about the importance of practice, exposure, and immediate feedback. All of these recommendations are consistent with behaviorism.

Incorporating technology enhances student learning through behaviorism. There are many computer software programs that allow drill and practice and offer immediate feedback. Some of them progress at the individual students' pace which is a great tool for drill and practice. As stated in the text, web resources allow students to practice at home. Some of my homework assignments are websites students can work on at home.

As a behaviorist I believe that drill and practice are important, – the more we perform a task, the better we get! Dr. Wolfe reiterates this idea in the video presentation when she states that the more our brains are activated, the more learning is increased (Laurete, Wolfe).

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Wolfe.

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

Reflection

This class has helped me develop my own technology skills in many ways. I was very nervous when I began this course because of my lack of technological prowess; however, I soon realized that with a lot of work I could incorporate many interesting and exciting lessons in my classroom. The most important thing this class gave me was confidence. The confidence to accomplish my desire to build a technology friendly classroom. It deepened my sense of the teaching and learning process by proving how important and relative technology is to learning and future success in any field my students or I may persue. My perspective of a learner-centered classroom was confirmed during this class. I have always felt learning is heightened when students are involved. Some ways I accomplish a learner-centered classroom are debating, making posters, and by using my active board. One plan to expand student achievement using technology is by incorporating more lessons using my active board. I plan to create some of my own flipcharts my students can participate in and experiment with.
One goal I visualize in my future classroom environment is adding two more computers in my room which I will use to incorporate more group activities, for individual assessing, and to enhance my students' creativity. I plan to write a grant in order to overcome the cost of adding these computers.
This class has enhanced a lure of technology for me, and proven its vital impact to society and learning.

Podcast interview with k and 5th grade students regarding technology

This podcast was created to see how familiar students are with technology. I interviewed three kindergarten students and four fifth grade students and asked questions ranging from how often they watch television to active board use in their classrooms.

The demographics in my kindergarten classroom include sixteen students of whom ten are caucasian, five are Hispanic, and one is from China. Three are upper middle class, four are in the lower socio-economic status, with the remainder being middle class. All but one of my students have a computer at home - which surprised me. They all have a television, and all of my students' parents have a cell phone. Some use a cell phone instead of a home phone, which I beleive will be the status quo in the near future.

It is difficult to hear clearly, but I hope you can distinguish our voices!

http://amorea.podbean.com/

K and 5th grade technology experience interview