Impact of Learning Theories

Behaviorist, cognitivists, and constructivist theories impact education and instructional technology each in particular ways. According to Smaldino, Lowther, and Russell (2008), behaviorism focuses on observable behavior of the students. A behaviorist approach to integrating technology would be using drill and practice exercises that provide some type of reward or consequence while playing, giving the students an incentive to perform well. As for cognitivism, Roblyer (2007) states that they believe learning is shaped by a sequence of instructional events appropriate for a specific type of learning. This approach would use problem-solving software within the classroom to monitor students’ cognitive strategies to draw conclusions and develop solutions. Constructivism is the one approach that allows for more flexibility in implementing technology into units or lessons. Gabler and Schroeder (2003) explain constructivist think that learning should be connected to the students’ interest and built upon their prior knowledge. Web quests would be one way to compliment the constructivist theory on integrating technology while still allowing the students to have an active role in the learning process.

Behaviorism focuses upon recalling facts and information and promoted the lower cognitive skills according to Bloom’s Taxonomy (Wong, 1999). Behaviorists think that instruction should be teacher directed, and students simply regurgitate the information from the lesson. According to Smaldino, Lowther, and Russell (2008), behaviorist rely upon observable behaviors, explain simple learning tasks, and applying higher order thinking skills is limited. An example of a behaviorist approach to implementing technology within the classroom is using drill and practice software. The website Funbrain, http://www.funbrain.com, is designed for this specific purpose. It provides drill and practice exercises for all subject areas mainly geared towards kindergarten through eighth grade. I chose the link to Monkey Grammar found at www.funbrain.com/grammar/index.html. This drill exercise has two options: beginner and advanced. Students are required to identify the correct part of speech within a sentence to answer the question. If they choose the appropriate answer, the monkey receives a banana. Behaviorist focus on rewards and consequences as way to motivate students, therefore this particular exercise compliments this aspect of the theory. In addition, the exercise list definitions and examples of the parts of speech for students to refer to for assistance. Students and teachers receive immediate feedback on the results. This website is an excellent example of how teacher can use a behaviorist approach to accessing students’ recall of the parts of speech within sentences. It is repetitive in presentation and tasks. Students are given the same sentences yet asked to recognize a different part of speech in the sentence. The only problem with drill and practice software such as Funbrain is it promotes competition among students, and some students may become bored with continuous play.

Cognitivism is similar to behaviorism in the way the instruction is presented and the immediate results given on student thought processes. However, according to Roblyer (2007), cognitivists believe learning is shaped by a sequence of instructional events appropriate for a specific type of learning. A cognitivist approach to integrating technology into the lessons would be or students to interact with problem-solving software. The website http://www.vocabulary.co.il provides a variety links to problem solving games such as crossword puzzles, word searches, matching games, unscrambles, and quizzes. The link I choose was www.wordplays.com/fcgo-bin/jumble.pl. Students are required to locate words within a word. Unlike the behaviorist approach, this focuses on students thought process and higher cognitive skills to complete the task. Smaldino, Lowther, and Russell (2008) state that exercise such as this creates an environment that engages children to use cognitive strategies and thinking skills. Much like the drill and practice exercises, this particular game is repetitive its representation and results. The cognitivist approach emphasizes learners’ need prerequisite skills to build upon for new skills (Roblyer 2007). This particular website is a strong example of implementing this particular aspect of the cognivist theory. The website also provides immediate feedback for students and teachers. Computer-based learning from a cognitivist perspective gives fast, accurate information on students’ skill levels and gives consistent activities to compliment directed instruction.

Web quests are an example of integrating technology into the classroom using a constructivist approach on learning. Smaldino, Lowther, and Russell (2007) state constructivist believe students should have an active role in the learning process, and learning should connect to students personally. The Teach-nology website is an excellent resource for web quest that correlates with constructivism. This site provides links to web quests in history, literature, and science. The link http://www.teach-nology.com/teachers/lesson_plans/computing/web_quests gives information to each of the web quests that students can complete on a specific unit. A majority of the web quests provide students with an introduction to the information to be researched, an explanation of the task students’ are to conduct, the process of how to conduct to the web quest, how each students will individually be accessed and evaluated, and a conclusion when the web quest is completed. For teachers, the links give a detailed description of the objectives that are being taught, the types of learners it is developed for, step by step instructions of the specific web quest, resources that are needed for students to conduct the web quest, and how to assess or evaluate the students. Teach-nology compliments the constructivist approach by encouraging students to delve into an activity on their own and take responsibility for the learning. Also, it promotes critical thinking skills and the higher cognitive strategies on Bloom’s Taxonomy (Wong 1999). Furthermore, this website provides students with opportunities to assemble their own knowledge.

Depending upon the purpose of the instruction and the learning objectives, teachers should use the approach that is most appropriate for their intended uses. The behaviorist approach may not promote higher thinking skills but does provide an opportunity for students who may still be struggling with the basic concepts to continue to practice and develop those skills. Drill and practice software assists teachers with allowing students to work at their own pace yet receive immediate feedback on their progress. Problem-solving software compliments the cognitivist approach to education. Students demonstrate cognitive strategies and thinking skills to complete tasks and receive feedback on their results. Web quests promote higher order thinking skills, and students play an active role in the learning process. Implementing web quests into the classroom supports the constructivist approach to education and learning. Behaviorism, cognitivism, and constructivism each promote a different way to present information and assists students in the learning process. Teachers should use the approach that is appropriate for their learning objectives in order to access and evaluate student progress and ensure student success in the classroom.

References

Crucible: Miller v. McCarthy. Retrieved April 16, 2010 from Teach-nology website:

http://www.teach-nology.com/teachers/lesson_plans/computing/web_quests

Funbrain: Monkey grammar. Retrieved April 14, 2010 from Funbrain website:

http://www.funbrain.com/grammar/index.html

Gabler, I. & Schroeder, M. (2003). Constructivist methods for the secondary classroom. Pearson

Education, Inc.: Upper Saddle River, NJ

Roblyer, M. (2007). Integrating educational technology into teaching. Pearson Education, Inc.:

Upper Saddle River, NJ

Multiple Uses of iPod Touch in the Classroom

The Apple iPod Touch with an eight gigabyte memory is not only user friendly but offers a variety of options and applications for the owner. This hand held device is 4.3 inches in height and weighs approximately 4.05 ounces. It is light and compact enough to fit into a pocket. This device allows the operator to use wireless connection to download music, books, movies, videos, video games, send and receive e-mails, and create and view podcasts. The applications the Apple iPod Touch provides is more than a laptop or desktop computer. It is compatible with Microsoft Windows Vista and Windows XP Professional or Home operating systems in addition to Macintosh OS X v.10.14:11 or later operating systems. It comes with earphones and a 2.o USB cable for instant use from a computer. Once charged, the battery last up to six hours for the user. The cost for this compact, universal hand held device runs from $195 at Wal-Mart or Apple.com for $199. It is more practical to invest in this small device that has more capabilities and applications than a desktop or laptop computer.

There are multiple ways in which the Apple iPod Touch can be implemented into the classroom. First, it would allow for students to obtain and gather research instantly without having to go to the library and share computers. Secondly, teachers could set up web cameras to record lectures, discussions, or any other class activities and create these into a podcast for student access after school from personal computers or their own mp3 players or iPods. It would be extremely useful in the aspect of students who are absent for school activities or sickness to view the podcast to gain information they may missed or review for homework assignments. Also, there are application that allow students and teachers to communicate and address any concerns or questions about an assignment or class. Paper would be saved, cutting school costs because teachers could send assignments via the iPod Touch for the students to complete and post to the teacher's e-mail box. Furthermore, there is an application for both students and teachers to implement in setting classroom and individual goals and tracking their progress based upon the goals. This assists educators and the pupils in keeping a record for the improvement that has taken place. Finally, one could easily assess areas that needed immediate assistance or remediation. Teachers could use tutorials or simulation applications instantly to help students achieve their goals and become successful in areas that demonstrate or suggest they need extra help. The Apple iPod Touch has several learning advantages and can be easily and effectively implemented into any classroom and subject area. Both teachers and students would benefit from the use of this particular hand held device.

iPod touch: What is iPod touch? Retrieved on February 8, 2010 from Apple website: http://www.apple.com/ipodtouch.what-is/gaming-devices.html

Mission Impossible World Geography Software Evaluation

Mission Impossible World Geography software provide students who may need extra practice or assistance on particular skills in order to master specific objectives. Mission Impossible World Geography software is mainly a drill and practice resource for students to practice recall and basic information pertaining to geography. It is basically a group of quizzes that are in the form of multiple choice, spatial relationships, identification, and scrambled letter problems. Information that students are quizzed upon consist of cities, capitals, states/provinces, bodies of water, deserts, mountains and famous sites. The software uses random questioning in order to ensure that students can not memorize the answers. If a student answers the question correctly, he or she advances in the mission to retrieve important information that would ultimately save the world from global warming.

I would recommend this software to an elementary teacher to integrate into his or her classroom. This particular software is a way to provide students with interactive computer-based training on geographical sites, facts, and information. In addition, it provides students the opportunity to enhance their knowledge with tutorials before they engage in the mission. The tutorials also helps students that may struggle along the way. It gives them a quick review of the information they need in order to complete the mission and advance in the game.
When a student looses interest in a particular topic or activity, they tend to become disruptive or not perform well when tested on the material. Incorporating Mission Impossible World Geography software into a lesson plan would enable the students to explore outside of the textbook which can sometimes bore students. Furthermore, students are able to work at their pace and achieve great success through actively taking control of their learning by advancing in the mission.

Although there are several positives to integrating Mission Impossible World Geography software into a lesson plan for use in the classroom, it does have it drawbacks. The program does not track students' progress or areas where they may have difficulty. Logs are only recorded for students who have high achievement levels and success in the mission. When a students answers incorrectly, the spy will either have minor setback or completely fail in the mission. This could discourage students from trying to progress in the mission. In addition, students who may already struggle may become even more frustrated in the process. Another negative fact about the software is that it does not provide students with the correct answer when they answer incorrectly which is necessary. Furthermore, the program does not allow students to save a mission to come back to at a later time, therefore, their work is lost.

I would recommend using Mission Impossible World Geography software as an additional activity instead of being a major part of a lesson plan. As long as it used for review, the game would be beneficial to the students with visual and auditory learning styles. It allows for students to hear the information and have a visual recall upon the future. The software is not a great resource for teachers who are looking for feedback based upon the knowledge of the students because the software does not keep track of the progress. For this software to be considered a major part of the lesson, it would need to have a better reporting system of the students' progress, give explanatory feedback when the answers are incorrect, and allow students to save their work to continue at a later date.