Connectivism and Social Leaning in Practice

I would have to say that the cooperative learning strategy is connected directly with the constructivist and social learning theories. According to Dr. Siemens, context and culture are critical in constructing and understanding of the world around us (Laureate, 2009). I believe it's a very it a very valuable expereince when students have the opportunity to present ideas, as well as hear and reflect on the ideas of others. This can be easily accomplished through the use of social collaboration tools and cooperative learning groups. I believe that these types of activities allow students to acquire knew knowledge and practice important communication and interpersonal skills that are used outside the classroom. In today’s learning environment and in the “real world”, sharing information and expertise is very important in supporting and facilitating learning. I have just started to get my feet wet with the Voice Thread and think it’s is an amazing tool thus far. I’m looking forward to experimenting with it and looking at the possibilities that it offers for collaboration.

Greg-

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

Constructivism in Practice

According to Pitler,Hubbbell, Kuhn, & Malenoski, “we most often think about generating and testing hypotheses in the context of science concepts, this strategy is applicable to all content areas" (pg.202). I at first, I disagreed with this statement, but after exploring this weeks resources, I have begun to see how generating and testing hypotheses along with technology tools can complement the constructionist learning theory. In health class I structure a lot of opportunities for problem solving. I have the students’ role play, create scenarios, create projects, and debate topics. In most of these activities, the students have to either make a decision or solve a problem based on set criteria. At times, there could be a lot of data for students to consider when making a decision or trying to solve a specific problem. In the past I would usually just have my students’ create an informal way to assess their findings. I now see how technology can help students gather and interpret the data in a more efficient manner. Through the use of spreadsheet software, data collection tools and web resources, students are able to make more informed decisions based on their findings. In the furture, I'm now going to structure tasks that will help guide students through generating and testing hypothese when using constructivism activities.


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

Constructivism in Practice

According to Pitler,Hubbbell, Kuhn, & Malenoski, “we most often think about generating and testing hypotheses in the context of science concepts, this strategy is applicable to all content areas (pg.202). I at first, I disagreed with this statement, but after exploring this weeks resources, I have begun to see how project-based learning tools can complement the constructionist learning theory. In health class I structure a lot of opportunities for problem solving. I have the students’ role play, create scenarios, create projects, and debate topics. In most of these activities, the students have to either make a decision or solve a problem based on set criteria. At times, there could be a lot of data for students to consider when making a decision or trying to solve a specific problem. In the past, I would usually just have my students’ create an informal way to assess and gain a better understanding of their findings. I now see how technology can help students gather and interpret the data in a more efficient manner. Through the use of spreadsheet software, data collection tools and web resources, students are able to make more informed decisions based on their findings.


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

Cognitivism in Practice

After reflecting on this week’s instructional strategies, I would have to say that “Advance Organizers” relate to and fit the description of the cognitive learning theory. According to Pitler, Hubble, Kuhn, & Malenoski, “Using multimedia tools as advance organizers is an extension of expository, narrative, and graphic advance organizers. For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information” (pg.82). This relates to the information processing approach of the cognitive learning theory. Each idea is connected to every other idea and information that is stored in our long term memory. Advance organizers can help students use their background knowledge to learn new information that is present with advance organizers.

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

Behaviorism in Practice:

After exploring this week’s resources I have begun to understand how Behaviorism and technology instruction are similar in many ways and how they can be used together to aid students learning. According to Pitler, Hubbell, Kuhn & Malenoski, “the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (2009). They offer and describe several recommendations for the use of technology to track effort, to reinforce content, and homework and practice in the classroom. The Behaviorism Learning Theory tells us that learning is determined by the environment either through association or reinforcement. I feel that there is a correlation between behaviorist learning theory and technology tools. Although behaviorism is criticized all the time, it seems that today behaviorism is still being used in the 21st century classroom. Many classrooms are using behaviorism-based technology instructional tools that are based on behaviorist learning ideas. Although I think that drill and practice, remediation, and traditional tutorial programs have a place in the classroom in certain situations, I believe that technology applications could be more effective and appropriate when used during instruction. Dr. Orey tells us “that technology is most effective when remediation activities are kept to a minimum” (Laureate Education, 2009). I do feel that there are instructional situations when behaviorist technology applications are appropriate and effective.

Laureate Education, Inc. (Producer). 2009. Behaviorist Learning Theory [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