Connectivism and Social Learning in Practice

The social learning theory is the belief that students learn with in a social environment.  I believe this is actually a necessity.   If you think about the environment in which most adults must work, live and function, we are social beings and will benefit when taught ways to work cooperatively from a young age.  With the Web 2.0 and technology tools available, it is easy to incorporate technology into any type of instruction.  However, tools such as blogs or wikis, that are set up to promote cooperative groupings or a social environment are even more effective for grouping. 

The idea of connectivism is based on the theory that learning is made through different types of connections and is something that doesn't naturally exist.  Students that are working cooperatively can make connections with others, thus learning new information.  Social learning tools can also aid in this type of learning because students can be exposed to a wide range of cultures, ideas, and higher level thinking.


References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Website: http://en.wikipedia.org/wiki/Connectivism, retrived on 11.27.12.

Voice Thread

 

My Voice Thread is about homework routine and parent support. 

Here is the link:

https://voicethread.com/share/3780611/

 

 

 

 





 

 

Constructivism in Practice

The Constructivist Learning Theory states that one creates or constructs their own knowledge and makes meaning from that knowledge (Lever-Duffy, McDonald, 2008). Technology aides in this theory because it allows learners to explore, make connections and promote higher level thinking. While this theory allows for more student independence, it may require a great deal of monitoring depending on the student or group.

Different project, problem or inquiry based learning that is supported by technology allows students to work over a period of time, developing their knowledge and allowing them to make more meaning. We just started using a wiki in my third grade class. I love that students may come back to their work and add information to what they already have posted. This is especially beneficial for students that are high achievers or needing to be challenged. I have also started using more student focused rubrics and rubric created with the help of the students.

 

I would like to use more spreadsheets in my class.  I believe that they are a beneficial learning tool for students and one that they can continue to use throughout their life.  I am slightly intimidated by Excel, so I feel that I must learn how to use it better before I try to instruct my students.  I am currently teaching a data unit in math and I think this would be a perfect opportunity for my third grade students to try out excel, even if it is a simple spreadsheet.  This will be my goal over the next few weeks!

References:

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M.,& Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Cognitivism in Practice

There are many tools available to help students learning process.  However, there are some significant benefits to using a technology tool.  By using a tool that is current in today’s society you are helping to prepare your students to be 21^st Century Learners. Students use higher level thinking skills and are more engaged when advanced organizers are used.

A cognitive tool that is used to aid the learning process must be appropriate for the student’s developmental level.  There are many tools that can be used, from a word processing document to an online collaborative wiki.  The use of cues, questions, advance organizers, summarizing and note-taking all help students to access their prior knowledge and achieve higher level thinking.  After I decided to take my class on a “Virtual Field Trip” back to The First Thanksgiving, we created a concept map of what we wanted to learn.  I used SpiderScribe.net to make the concept map.  I would have normally created the “plan” of what we were going to do before hand, but there was power in having my students help create the map.  Their interest guided the plan, instruction and finally the actual virtual field trip.  Since students were coming up with ideas for the map, they were able to access prior knowledge and have it guide their interests.  The mapping tool is laid out in an organized way and allowed a visual for English Language Learners and resource students; I believe that this was an effective tool for all students.
 

Concept Map

This is the concept map that was made to guide our Virtual Field Trip.

See the trip {HERE}.

 



Behaviorist Theory

When one has a set outcomes or behaviors they wish to receive from a student they may very well use the behaviorist theory.  This theory is thought to be outdated by some, however, there must be some elements of behaviorist theory in functioning classrooms.  In, Using Technology with Classroom Instruction that Works, (Pitler, Hubbell, Kuhn, & Melonoski, 2007) discuss key concepts of this theory.  By reinforcing effort with your students you can give them positive feedback which will encourage, improve self esteem and help you to make connections.  You can reinforce effort in many ways.  One way that I began to encourage my students this year is to have them keep "Data Notebooks", they contain their test results, goals and learning targets.  This not only provides positive feedback but also some negative feedback.  This isn't necessarily a bad thing.  When we conference and talk about their data, they know exactly what they need to work on and can focus on any learning targets that haven't been met.  I can incorporate technology by using different programs for student feedback, such as Microsoft Word or Excel.

In the text, practice and homework are also highlighted as behaviorist techniques (Pitler, Hubbell, Kuhn, & Melonoski, 2007).  This actually naturally occurs after my students see their data.  They know what they need to practice and then it is applied in class and for homework.  For example, this year my students are using the free program,  XTRA Math.com for math fact fluency.  The program focuses on addition, subtraction, multiplication and division.  All students start with addition and need to know each fact in three seconds to move on.  It takes each student about 5 minutes per day.  At the end of their turn they are shown a matrix with the facts they got correct, the ones that they knew within the three seconds and the ones that they still need to work on.  It is very powerful, and free (just in case you didn't catch that)!  Another great thing about the program is you are given a class code and student can log in at home and work on it at home for extra practice.  I think this is a great example of reinforcement, practice, homework and incorporating technology.

References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Welcome!

I'm excited to have a new blog up and running! I can't wait to see what everyone comes up with for their design and ideas.  We'll share right? :-) 

I recently started a blog for school and have had great feedback from parents.

They love seeing their student's work and pics on the blog. 

Here's the link if you'd like to take a peek:

mrsseiber.blogspot.com