Hello everyone! Here is the url for my voice thread:
http://voicethread.com/share/654544/
Thursday, October 8, 2009
Wednesday, October 7, 2009
Cooperative Learning
Cooperative Learning is a great approach that offers students the opportunity to work with peers. The strategies with this learning encourages students to interact with eachother to strengthen their learning (Pitler, Hubbell, Kuhn, and Malenoski, 2007). I believe that this directly realates to the social learning theory. Both approaches have students actively engaged and working with others. What the students are learning is able to be taught in context with these approachers (Orey, 2008). It gives meaning to what the students are learning and therefore becomes more important to the learner. Using Technology with Classroom Instruction that Works reccomended these five basic componenets: "Postive interdependence, face to face interaction, individual and group accountability, interpersonal and small group skills, and group processing".
Multimedia, web resources, and communication software can be valid tools for cooperative learning(Pitler, Hubbell, Kuhn, and Malenoski, 2007). Multimedia would be a great tool for uppergrades. Allowing students to collaborate to make a video would not only be fun for the students but the class would be able to reap the benefits of the knowledge gained by watching the video at the end of project. There are also a lot of web resources available to aid cooperative learning. Keypal allows students to be virtual pen pals with students who live in other parts of the world(Pitler, Hubbell, Kuhn, and Malenoski, 2007). This would directly tie into letter writing as well as general writing strategies in the classroom. Lastly, communication software is another useful tool. Using the VoIP can increase communication capabilites with social learning (Pitler, Hubbell, Kuhn, and Malenoski, 2007).
Cooperative Learning is a great tool because it allows students to share ideas and collaborate. When paired with technology it only increases their ability to work together and collaborate.
References:
“Social Learning Theories” featuring Dr. Michael Orey and Karen Casselman
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Multimedia, web resources, and communication software can be valid tools for cooperative learning(Pitler, Hubbell, Kuhn, and Malenoski, 2007). Multimedia would be a great tool for uppergrades. Allowing students to collaborate to make a video would not only be fun for the students but the class would be able to reap the benefits of the knowledge gained by watching the video at the end of project. There are also a lot of web resources available to aid cooperative learning. Keypal allows students to be virtual pen pals with students who live in other parts of the world(Pitler, Hubbell, Kuhn, and Malenoski, 2007). This would directly tie into letter writing as well as general writing strategies in the classroom. Lastly, communication software is another useful tool. Using the VoIP can increase communication capabilites with social learning (Pitler, Hubbell, Kuhn, and Malenoski, 2007).
Cooperative Learning is a great tool because it allows students to share ideas and collaborate. When paired with technology it only increases their ability to work together and collaborate.
References:
“Social Learning Theories” featuring Dr. Michael Orey and Karen Casselman
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, October 1, 2009
Constructionist Learning
Constructioninst learning focuses on students being the active and driving force of their learning. The teacher's role also changes in this style of learning, rather than leading the learning, the teacher is the facilitator. She or He sets up the opportunity for learning to take place through various projects and activities (Orey, 2001). Students learn to work together and collaborate.
Generating and testing hypotheses is something that I view as a constructionist style of learning. This strategy is often viewed as a scientific concept but can be used in all areas of study (Pitler, Hubbell, Kuhn, & Malenoski, 2007). While reading this weeks reading I realized that a reoccurring theme was present through out the text and that was the term "student". The student is the active member during this process and the student is who leads the lesson. Generating and testing hypotheses is something that requires the student to dig deeper and can lead to a better understanding of the information being tested (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology is able to aid the student in his and her research. In Using Technology with Classroom Instruction That Works, the idea was that technology took the time away from gathering data, which in turn left more time for interpretation of data. The spreadsheet software was a prime example, by having an interactive teacher created spreadsheet, the students did not spend time creating the spreadsheet and were able to focus on interpreting the information presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher still had in active role because the teacher created the spreadsheet, but the students were the ones investigating and interpreting the spreadsheet.
Project based learning also follows the constructionist learning style. Students are the ones doing the investigation and formulating their knowledge. Teacher provide the set up, monitoring, and then assessing the knowledge at the end. Students remain active during this learning style because they are engaged in their project and many times working together for a common goal.
References:
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. Alexandria, VA: ASCD.
Generating and testing hypotheses is something that I view as a constructionist style of learning. This strategy is often viewed as a scientific concept but can be used in all areas of study (Pitler, Hubbell, Kuhn, & Malenoski, 2007). While reading this weeks reading I realized that a reoccurring theme was present through out the text and that was the term "student". The student is the active member during this process and the student is who leads the lesson. Generating and testing hypotheses is something that requires the student to dig deeper and can lead to a better understanding of the information being tested (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology is able to aid the student in his and her research. In Using Technology with Classroom Instruction That Works, the idea was that technology took the time away from gathering data, which in turn left more time for interpretation of data. The spreadsheet software was a prime example, by having an interactive teacher created spreadsheet, the students did not spend time creating the spreadsheet and were able to focus on interpreting the information presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher still had in active role because the teacher created the spreadsheet, but the students were the ones investigating and interpreting the spreadsheet.
Project based learning also follows the constructionist learning style. Students are the ones doing the investigation and formulating their knowledge. Teacher provide the set up, monitoring, and then assessing the knowledge at the end. Students remain active during this learning style because they are engaged in their project and many times working together for a common goal.
References:
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. Alexandria, VA: ASCD.
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