Angry Birds and Constructionist Theory

Constructivism is creating knowledge from experiences and constructionism is building on knowledge by building or creating a product.  This week’s instructional strategy is generating and testing hypotheses.  How can technology assist in testing hypotheses and at the same time be constructionist based? 

The four steps a teacher should use to help students generate and test hypotheses are (1) systems analysis, (2) problem solving, (3) experimental inquiry, and (4) investigation (Pitler, Hubbell, & Kuhn, 2012).  Observing the steps, one would think this lends itself to mostly science classes, but there are other uses.  One of the most time consuming tasks is collecting and gathering data.  Technology can assist with gathering data so that more time can be spent on interpreting the data and creating a final product.  Classrooms can use probes that connect to computers that automatically input data.  Once the data is easily collected due to technology, students can then spend their time predicting and testing their hypotheses.

Another data gathering and all-around cool tool are simulators.  Students can predict what will happen if they choose a certain action, perform the action in the simulator and evaluate their predictions.  Some great simulators are Zoo Matchmaker, Hurricane Strike!, Star Chart, and Angry Birds.  Yes, Angry Birds applies physics and is big on trial and error, or generating and testing hypotheses.  Maybe we should explore more popular games to further engage our students in building and constructing products.

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

 works (2^nd ed.). Alexandria, VA: ASCD.

Cognitive Theory and Technology

Dr. Orey describes there are a few ways to get information from short-term memory into long-term memory and they include using as many senses as possible to transfer information and making use of episodic memory (Laureate, 2011).  The Experiential Learning resource (Lever-Duffy & McDonald, 2008), contains one of my favorite quotes, "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand" (Confucius circa 450 BC).  These two pieces of the cognitive theory lead us to believe in the importance of involving the learners in the learning process.

Cues, Questions, and Advance Organizers

One of the more intriguing uses of technology is the use of Webspriration to brainstorm (Pitler, Hubbell & Kuhn, 2012).  Students are given a topic to discuss the steps of a process, for example the steps in the problem solving process, in groups.  The teacher then opens Webspiration and types the name of the process in the main idea area and then selects RapidFire from the toolbar.  This generates a word map out of words and phrases.  The teacher then gives a student control over the computer as students offer their suggestions to be recorded.  After all suggestions, students can then discuss what stays, what goes, and what can be combined.  The students are active in the process and also have a visual organizer.

Summarizing and Note taking

I like the use of a word-processor to teach the skills of summarizing.  The students are actively involved and use more than one sense.  They actually see all of their changes along with the original.  If they follow the four rules to summarizing((Pitler, Hubbell & Kuhn, 2012), the students will be able to learn summarizing quickly.  The students can then auto-summarize with the word processor and compare this summary with their summary.  I plan to use this technique with my students.

Resources:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc.,

      custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

 works (2^nd ed.). Alexandria, VA: ASCD.

Behaviorism and Technology...Can They Work Together in the Classroom?

            Two main elements of the behaviorist theory are reinforcement and punishment.   The basic principle is to reinforce preferred behaviors and to punish or deter unwanted behaviors.  This theory is most closely associated with classroom routines and student behavior.  However, if used appropriately, there are ways where behaviorism can be a useful tool with instructional strategies including the use of technology.

            One instructional strategy that lends itself to the behaviorist theory is reinforcing effort and providing recognition.  The name of the strategy contains the element of reinforcement.  Students need to learn of the connection between effort and achievement.  To assist them in this, teachers can create a spreadsheet on the computer where the students can track their effort by observing their attitude, commitment, and pride, as well as their quiz scores, while learning a certain skill.  After a few weeks of tracking, the students can use the same program to graph their effort against their scores and see if there is a relationship between effort and achievement.  This process shows that effort is reinforced because the students should see the more effort, the better their achievement level.  Recognition in the form of praise can be a tricky practice.  It is better to recognize a student’s work and effort.  Recognition of a student can also be accomplished with the use of technology.  Badges can be created on Web20Badges.com, or a similar site to print out and present to student or they can be attached on blogs.  I think of these as a more specific version of the proverbial gold star.  Another form of recognition is posting student work on the “refrigerator” of the World Wide Web.  Students take a sense of pride when their work is recognized and will make more effort to repeat the behavior.

            Another instructional strategy that lends itself to behaviorism, especially with the use of technology, is assigning homework and providing practice.  Forgetting all of the controversy over homework, some practice and repetition is necessary.  There are many ways that technology can be used in the homework process.  The flipped classroom is a great example.  This is where the student has to listen to a podcast or watch a video at home before class so they can jump right into activities in school.  This process lends itself to the behaviorist theory because if students don’t listen to the podcast, they may have absolutely no clue what to do in class.  Those that do listen have a better chance of succeeding and will want to repeat that behavior.  Another use of technology is tutorials.  Students are given a small amount of information and asked questions.  If they are correct, the behavior is reinforced with praise or some type of “yippee” graphic that they want to see again.  If they are incorrect, the student is “punished” or re-taught and given the chance to try again.  Tutorials are heavily behaviorist based.

            Even though many think there is not room for behaviorism in the classroom, technology is giving us tools to consider using a little bit of the behaviorist theory.

Resources:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

 works (2^nd ed.). Alexandria, VA: ASCD.

Using Technology with Classroom Instruction That Works