In the school system today, much is emphasized on student learning and how to get them to learn. I believe the best way is to allow students to experiment and spend much more time than they are already on computers and doing projects that include technology. The more time they spend doing these, the more comfortable they will feel using the technology. Generating and testing hypotheses are great for students. I can remember doing projects like this that really make a person think until it hurts. It broadens the horizon and opens many doors up.
When a student gets into high school, math and science classes become much more involved with theories and ideas that many don't fully comprehend. By assigning projects on the computer, a student can learn how to use that software and become confident when they use it in the future. Since constructionists want to have "hands on" and artifacts from the students, the students need to have more seat time to get to know what to do. With the use of spreadsheets and options in them such as charts and graphs, students can investigate data and compare it side by side. "Spreadsheet activities allow students to gain a deeper understanding of investment basics and requires them to use their critical thinking skills to predict outcomes." (Pitler, Hubbell, Kuhn & Malenoski, 2007) They can see how it is similar and how it is different and make a hypothesis from this information.
The best way to learn how to do a tedious task is by doing. Doing homework will better your chances of passing the course and understanding the concepts. The same follows for using new programs and ideas. They need to be understood and then practiced in order to understand how to use it without thinking much. Problem solving allows for a mind to become open to new ideas that were never thought of before. That is why group work is important for many students. Ideas are talked about and from this new ones can be thought of. When something is made, such as an artifact, it goes into the mind and will help remember in the long run.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 27, 2009
Tuesday, May 19, 2009
Cognitive thoughts
Any use of material to better help a student understand and develop their thinking process is not bad at all. The use of good note taking and being able to summarize what you hear and write it down so you understand it is the best way to get ahead. A student has to be shown how to take good notes if you expect them to be able to do so. I can remember one of my teachers telling the class what to write down the first part of the school year and then we had to do it on our own the rest of the year. He would test us and depending on how well we took notes depended on how our grade was; it was an open notebook test. Understanding what material is important and where to organize it helps to associate so that we can remember where it was on the page and what category it was under. "Software with multimedia capabilities can also provide advance organizers." (Pitler, Hubbell, Kuhn & Malenoski, 2007) I think that students need to take better notes and have better techniques on how to understand why they listed information in a certain area. The use of computers will dramatically help in this undertaking.
Hearing cues in the classroom such as "I don't understand" and "what is he talking about" tell us that we need to further explore into the topic that was just discussed. If a few students don't understand, that means that many probably don't either. By asking students questions and having them interact, students can sometimes answer their own questions and then realize what they need to know. The student might remember this "episode" (Laureate, 2009) and recall it in the future when they get confused. If organization is present and tended to, a student can develop new connections and have a easier time doing it.
Concept mapping and virtual tours help students to have an understanding of what happened and shows connections that they may have not thought of. Visual aids help many students and all topics have more visuals than can be used. Concept maps are easy to make either on the computer or by hand. They are good study guides and copies of them can be made for all to study. Any program or technique, whether it be in a book or the use of the computer, can only help a student to advance in their schooling. If a student begins to think about and try to learn new topics, then the cognitive perspective should be happy with that. The use of technology and other programs to help stimulate thinking are great ways to get the attention of the students and keep them working. With the use of computers, students can now explore and adapt to new ideas while recalling old ones to build on.
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.
Hearing cues in the classroom such as "I don't understand" and "what is he talking about" tell us that we need to further explore into the topic that was just discussed. If a few students don't understand, that means that many probably don't either. By asking students questions and having them interact, students can sometimes answer their own questions and then realize what they need to know. The student might remember this "episode" (Laureate, 2009) and recall it in the future when they get confused. If organization is present and tended to, a student can develop new connections and have a easier time doing it.
Concept mapping and virtual tours help students to have an understanding of what happened and shows connections that they may have not thought of. Visual aids help many students and all topics have more visuals than can be used. Concept maps are easy to make either on the computer or by hand. They are good study guides and copies of them can be made for all to study. Any program or technique, whether it be in a book or the use of the computer, can only help a student to advance in their schooling. If a student begins to think about and try to learn new topics, then the cognitive perspective should be happy with that. The use of technology and other programs to help stimulate thinking are great ways to get the attention of the students and keep them working. With the use of computers, students can now explore and adapt to new ideas while recalling old ones to build on.
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.
Wednesday, May 13, 2009
Behaviorism and technology
By using homework as a means of purposeful education and not merely a punishment helps to further a students understanding of the material. "Skills are not acquired without frequent practice." (Smith, 1999) Some teachers give homework that takes forever to finish and is the same type of problem over and over again. Does this "practice" make the student better and understand how to do the problem? Students will pick up the pattern they are doing after a few times and don't need to do twenty five problems. I think that fewer problems should be given and that they need to build over time. By incorporating the use of spreadsheet software as was indicated in the text this week, students can understand what is happening as they type the problem in. Since the math field is about order and how you approach the problem, it is important to know what the problem says and how to interpret it. Typing it into a spreadsheet helps to understand what is being asked. This will help cut down on the number of homework questions and students will have a deeper knowledge.
The more that one practices and broadens their understanding of subject matter, the easier it will be for them to attempt problems. They will be able to see what the questions asks and will most likely know how, to since they have done it before, to solve the problem. If they don't, they will put what they have learned together and try to come up with a solution. Group work is always good and helps to promote learning. "Learning is said to take place because the reinforcement is pleasant, satisfying, tension reducing, and so on." (Skinner, 1950) When students can bounce their ideas off of each other, they tend to figure out what they need to. Giving and receiving of thoughts influence our brains and encourage thinking at a different level. As we use technology more and more, we will develop new ways to further our horizons and have more ways that students can learn in school and in life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Skinner, B. F. (1950) Are theories of learning necessary? Psychological Review, 57, 193-216.
Smith, M. K. (1999) 'The behaviourist orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm, Last update: May 11, 2009.
The more that one practices and broadens their understanding of subject matter, the easier it will be for them to attempt problems. They will be able to see what the questions asks and will most likely know how, to since they have done it before, to solve the problem. If they don't, they will put what they have learned together and try to come up with a solution. Group work is always good and helps to promote learning. "Learning is said to take place because the reinforcement is pleasant, satisfying, tension reducing, and so on." (Skinner, 1950) When students can bounce their ideas off of each other, they tend to figure out what they need to. Giving and receiving of thoughts influence our brains and encourage thinking at a different level. As we use technology more and more, we will develop new ways to further our horizons and have more ways that students can learn in school and in life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Skinner, B. F. (1950) Are theories of learning necessary? Psychological Review, 57, 193-216.
Smith, M. K. (1999) 'The behaviourist orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm, Last update: May 11, 2009.
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