Constructivism in Practice

For this week's instructional strategy that uses technology, to generate and test a hypothesis is to be connected with the theory of constructivist/ constructionist learning. When students generate and test a hypothesis, they are engaging in complex mental processes, applying context knowledge like facts and vocabulary, and enhancing their overall understanding of the content. (Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. 2007).



In our resource section this week, we were asked to explore some of the project-based learning tools available. Some that I found interesting gave a tour of the solar system and how to design a planet. Another site showed students testing wing designs and discussing their findings with engineers. These experiences are so powerful in learning something new.



According to Pitler, Hubble, Kuhn, & Malenoski (2007), "Technology can play a vital role in generating and testing hypothesis because new development in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data, a process that can be tedious and error prone." This year in my Science classroom, we received three hand held computing devices that can measure temperature and voltage. These devices quickly collect and display data on a small screen. Hopefully, next year we will be able to purchase additional probeware to measure sound, light and weather. This type of interactive equipment will certainly give the student more time to think on more complex issues and problem solving.



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

Cognitivism in Practice

This week we were asked to explore two more instructional strategies that use technology. The first strategy which is cues, questions and advanced organizers focus on enhancing students' ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, &Malenoski, 2007). Being a visual learner, these strategies really got my attention. There were times in grade school when I had such a tough time understanding my teacher's lesson. The only way to sort out the information was through my own version of a "graphic organizer". Now that I am a elementary school science teacher, I try very hard to organize the information that I am giving to my students. Cueing the student to what they are learning and stating an essential question is so important. Providing great visuals makes it even better. Using an advance organizer helps students see the "big picture" of a particular topic. Incorporating multimedia helps bring it to life.

Another instructional strategy we learned this week was "summarizing and note taking". Here, teachers work on helping students separate important information from extraneous information and state the information in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To help support student learning, word processing software can be used to change large paragraphs of information into small summarized sentences that are easier to understand. To help students with note taking, teacher made notes can be adjusted to graphic or text models. With new communication programs, such as wikis, students can work together on projects separately from their own homes.

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

Behaviorism in Practice

This week, I was asked to reflect on two educational topics that can incorporate the use of technology. The topics of "effort" and "homework" are connected with the theory of Behaviorist Learning. Dr. Orey stated, "In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones (Orey, 2001). With this being the final week of school in my county, I have purchased "prize" pencils to award my primary grade students for remembering the classroom rules and procedures.

An important topic related to behaviorism is "effort". Getting students to understand the importance of effort can be a challenge. The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). By using spreadsheet software, teachers can record student effort and show students the connection with achievement. Showing individual students how their classmates have performed is important too. Pitler, Hubbell, Kuhn & Malenoski (2007) state that, "When students see that others have faced many of the same difficulties they face and have over come these obstacles and achieved goals with strong effort and good attitude, they too can see the connection between effort and achievement."

Another important topic related to behaviorism is "homework". In my early years as an educator, the subject of homework never seemed to go well. There were always students who were responsible and others who were not. I would begin to question what was too much homework and what was not enough. With technology becoming more available to each student, the way they do their homework is changing. Pitler, Hubbell, Kuhn & Malenoski (2007) explain, "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.

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. Denver, CO: Mid- continent Research for Education and

Learning.