Assignment 7 “Constructivist Learning Theory” and how it relates to technology integration.
Brunner has made positive contributions in
Constructivism to education. His
constructivist theory that learning is an active process, whereby students
learn best by constructing new ideas and building new schemas based upon
current and past knowledge (Hein, 1991).
This process is called cognitive which has a cultural and social aspects
on rewards and punishments, and students’ motivation to learn the content.
Programs across the country who use this model of education feel that the
constructivist theory to encourage students and train teachers to discover
principles on their own, using the knowledge they already have to embrace
information (Mos, 2003). This implies that learning is not about simply being
exposed to new information but is an active process whereby learners examine,
code, decode, and interpret new concepts and ideas. Learners select and
transform information, construct “hypotheses,” and rely on cognitive structures
to build and refine their schemas (Kever, 2003; Mos, 2003).
According to Bruner he emphasizes that people interpret
their world through the similarities and differences between objects and
events. Secondly Bruner believes that learners will compare new ideas to the
ones they already have and learn through the similarities and differences. Finally, Bruner believes that a person’s
socio-cultural background and situation play a highly important role in
dictating what sorts of information that person will learn, as well as forming
the cognitive processes that person uses to build and use schemas (Kever, 2003).
Knowing what we know about Bruner’s constructive
process that social-cultural background and situation is also recognizing that
people learn differently from different cultures. Bruner’s constructivist instruction theory
consist of four important points of the Constructivist Education Theory.
Bruner’s first point in the learning process is, students’ predisposition
towards learning, second point on how to structure knowledge that it can be
most readily understood by the learner, third point is the most effective
sequence in which to present material, and the fourth point is the nature and
pacing of motivational rewards and punishments. Instructors should encourage
students to discover the principles of the lesson themselves, primarily by
engaging in active dialogue with the instructor and other students (Mos, 2003).
Educational design models for Bruner’s constructivist
theory have common issues in the design process. These issues include in choosing what would
be the best methods for teaching, learning and provide assessments. The second issue is creating the learning environment.
The third issue is integrating students’ experience into various course
elements (Bines, 1992a). Educational
models will consider using the constructivist theory to find and match
educational needs with socio-culturally groups of students.
“Integrating educational technology is the process of
determining which electronic tools and which methods for implementing them are
appropriate for given classroom situation and problems (M.D.Roblyer, 2002).” The
integration of technology in Constructivism has the ability to foster
creativity, increase transfer of knowledge to problem solving, and foster group
cooperation. Bruner’s theory on constructivism consists of how people’s
environments and cultures play key roles in their cognitive development
relating to education and the integration of technology.
References:
Bines, H. (1992a). Course Delivery and Assessment. In
Developing Professional Education
(pp. 57-92). Oxford: SRHE and Open University Press.
Hein, G. E. (1991, 15-22 October). Constructivist Learning Theory. Paper presented at the CECA (International Committee of Museum Educators) Conference, Jerusalem Israel.
Kever, S. (2003, Mon Mar 3 6:59:24 US/Pacific 2003).
Constructivist Classroom: An Internet Hotlist on Constructivist Class.
Retrieved 22 January, 2004, from http://www.kn.pacbell.com/wired/fil/pages/listconstrucsa1.html
Mos, L. (2003). Jerome Bruner: Language, Culture,
Self. Canadian Psychology, 44(1), 77-83.
Pagán, Brian – (2006) PsycEXTRA Dataset –Positive
Contributions of Constructivism to Educational Design https://ejop.psychopen.eu/index.php/ejop/article/view/318/html
Roblyer, M.D. (2002).” Learning Theories &
Technology Integration
Assignment 5
Understanding of “Behaviorist Learning Theory” and how it relates to technology integration.
B.F.
Skinner, who was an American psychologist and believed that his ideas for
increasing human learning and his focus on behavior and learning. According to
Wikipedia Behaviorism focuses on one particular view of learning: a change in
external behavior achieved through using reinforcement and repetition (Rote learning) to shape
behavior of learners. Behaviorist Skinner, found that behaviors could be shaped
when using reinforcement was implemented. Behaviorism can be understood as two
behaviors one is reinforcement and the other is punishment. That desired
behavior is rewarded, with reinforcement, while the undesired behavior is not
rewarded and is punishment.
According
to Skinner, consequences of behavior can be observed if the behavior is
repeated or lesson learned. When a
student is rewarded for following instruction in the classroom will most likely
follow when positive behavior is recognized by the teacher. A teacher who uses reinforcement
and punishment in the classroom, should focus more on a creating a positive
environment that engages students to learning and excelling academically. The
teacher can provide the students with reinforcements, encouragement, and
feedback in the classroom. The emphasis of behavior learning theory, Skinner’s
research investigated before and after observations in behavior with evaluations
to determine if the instruction resulted in learning. If there was no change in
learned behavior after the evaluations then teachers should use the feedback to
determine what can be done to improve learning. The evaluations can help to
determine what learning style approach to incorporate for the students.
The use
of technology is used everywhere in our everyday lives, work and schools. The
availability of technology resources are constantly increasing in schools for both
teachers and students. Technology integration in the classroom provides students
engaging in digital content and using the resources to provide instruction, student
learning and engagement. There are several models of technology integration to
be used for instruction that support teaching and learning in the classroom.
There are two models such as SAMR model and TRACK model. According to the
authors Reiser and Dempsey there are two models are for the teacher to use and
consider to integrate technology in the classroom instruction. The
substitution, augmentation, modification, redefinition (SAMR) model is used for
example, the teacher can use this model with different levels when integrating
technology into instruction. Each level represents a different approach and
effective strategies to implement technology into instruction. The second is the technological pedagogical
and content knowledge (TRACK) that is used for as a framework to the use of
technology for improving teaching and learning. TRACK is three overlapping
circles to reference knowledge as technological, pedagogical, and content. This
model helps teacher to determine what are their current abilities and
deficiencies to their technology skills to integrate technology into
instruction.
There are other enhancements used today in the
classroom with the integration of technology. Some of these enhancements are incorporating
inquiry based learning, flipped learning by engaging students with online
resources to support instruction, game base learning, and personalized learning. Personalized learning is used to support
learning by using different methods and strategies for the student to engage in
learning and succeeding academically.
Resources:
Reiser, Robert
A. Trends and issues in instructional design and technology/edited by Robert A.
Reiser, John V. Dempsey.-4th ed. Chapter 20 pages 176-177.
Sandra Miller
Assignment 4 My Philosophy
of Education-Draft
My Philosophy of education is based on my personal values, beliefs,
and experiences as a teacher. Having a personal philosophy of education helps
me focus on incorporating my own goals and values as I plan my teaching plans
for my students. It is important for me to establish clear goals, objectives
and outcomes for my students in order for my classroom to function effectively.
I will provide a learning environment to accomplish the objectives and desired
outcomes. Technology is changing the
future of education and I believe that all students are capable of learning. Philosophy
is defined as the study of the fundamental nature of knowledge, reality, and
existence, especially when considered as an academic discipline. (Webster’s)
My first goal is to incorporate assessments to evaluate student
learning, at the beginning of the school year.
Assessments provide a starting point and helps to determine what methods
and strategies to use for my classroom.
My desire is to understand each of my student’s learning style and
access that my teaching style is helping them learn.
My second goal as a teacher is to provide curriculum access,
participation, and progress as this will provide my students with
feedback. This also allows me to provide
guidance, encouragement and what improvements are needed in order to reach
their achievements. My passion is to help students learn and to develop unique
curriculum to adapt to their learning needs.
My third goal is make a connection with my students where I know their
background, culture and family values. As their teacher my goal is that my
students are engaged in the classroom, share knowledge, ideas, as we learn from
each other. Teach my students to be critical thinkers as problem solving is an
essential skill that I believe will help them throughout their entire lives.
As their teacher it is important for me to understand how students
learn, have various methods of teaching in order to accommodate visual
learners, auditory learners and kinesthetic learners. Providing students with
an interesting and fun atmosphere to help learn and succeed. The use of technology in teaching and
learning is essential to make a lasting impact on how students learn. Technology
is changing the future of education and I believe that all students are capable
of learning.
Assignment 3
Powered by iRubrics Software Evaluation Rubrics
Poor
1 pts |
Fair
2 pts |
Good
3 pts |
Ideal
4 pts | |
Cost/Site License
|
Poor
Monthly membership Credit card required |
Fair
Must pay a one-time fee to use. Possibly monthly membership thereafter |
Good
Free three month trial and a discount rate with after trial is up |
Ideal
Free with creating an account |
Installation
|
Poor
Difficult to use without prior experience or step by step tutorial. |
Fair
Difficult to use. Must have prior experience. No step by step tutorial. |
Good
Somewhat easy to use. Probably need some prior experience. Step by step tutorial does not explain very well. |
Ideal
Very easy to use. Step by step tutorial provided. Support available. No prior experience required |
Grade level Age Appropriateness
|
Poor
Some features are inappropriate material for anyone under age 14 |
Fair
Some features are not appropriate for all audiences. |
Good
Most features are appropriate for all audiences. |
Ideal
All features are appropriate for all audiences. |
Hardware Compatibility
|
Poor
Works on a few machines will require to upgrade and add additional options. |
Fair
Works on several machines will require to upgrade and add additional options. |
Good
Works well with most machines without having to upgrade or add additional options. |
Ideal
Works well with all machines without having to upgrade or additional options. |
Active/Learning
|
Poor
No students are engaged in active and learning throughout the different modules of the software. |
Fair
Few students are engaged in active and learning throughout the different modules of the software. |
Good
Most students are active and learning throughout the different modules of the software. |
Ideal
Students are active and learning throughout the different modules of the software. |
Powered iRubrics Website Evaluation Rubrics
Poor
1 pts |
Fair
2 pts |
Good
3 pts |
Excellent
4 pts |
Comments
(N/A) | |
Interactivity
|
Poor
Lacks enhancements to actively involve the learner. |
Fair
Minimal enhancements to actively involve the learner. |
Good
Contains some enhancements to actively involve the learner. |
Excellent
Possess many enhancements that require learner to remain actively involved. |
Comments
|
Curriculum Content
|
Poor
No relationship with curriculum content exists. |
Fair
Limited relationship with curriculum content. |
Good
Good relationship with curriculum content. |
Excellent
Direct relationship with curriculum content. |
Comments
|
Critical Thinking
|
Poor
Student has no opportunities to engage in higher level thinking. |
Fair
Student has limited opportunities to engage in higher level thinking. |
Good
Student has some opportunities to engage in higher level thinking. |
Excellent
Student has opportunities to engage in higher level thinking activities. |
Comments
|
Support Materials
|
Poor
Support materials do not exist. Technical support is inadequate. Unable to track student progress. |
Fair
Limited options for assistance are given. Tracking student progress is available occasionally. |
Good
Assistance is available but not quickly accessible. Additional resources are available and student progress can be frequently checked. |
Excellent
Assistance is readily available at any point in the website and many additional sources are available with ease of keeping track of student progress. |
Comments
|
Classroom Environment
|
Poor
No clear use of the website in regular classroom activities. |
Fair
Few lessons can be used in the classroom setting and there are few suggestions for use of the website for whole class, individual or group lessons. |
Good
Website can be integrated in classroom activities and there are suggested uses for whole class, individual and group lessons. |
Excellent
All features can be used in classroom activities and the website includes activities for whole class, individual and group lessons. |
Comments
|
Accessibility
|
Poor
Graphics/links are not labelled or don't offer rollover labelling, fonts are difficult to read and content does not lend itself to varied learning styles and ability levels. |
Fair
Graphics/links are seldom labelled or seldom offer rollover labelling, fonts are sometimes used for ease of student reading and some content is accommodating to varied learning styles and ability levels. |
Good
Graphics/links are mostly labelled or have rollover labelling, fonts are mostly easy to read and most content supports varied learning styles and ability levels. |
Excellent
Graphics/links are labelled or have rollover labelling, fonts are consistently easy to read and varied learning styles and ability levels are accommodated. |
Comments
|
Age/Grade Level
|
Poor
Directions, reading level, and product are inappropriate for targeted audience. |
Fair
Directions, reading level, and product are sometimes inappropriate for targeted audience. |
Good
Directions, reading level, and product are mostly appropriate for targeted audience. |
Excellent
Directions, reading level and product are appropriate for targeted audience. |
Comments
|
Assessment and
Outcomes
|
Poor
Assessment and outcomes are unrelated or not available. |
Fair
Assessment and outcomes does not engage learner and additional assessment is required. |
Good
Assessment and Outcomes are usually appropriate and can provide some measure of what has been learned. |
Excellent
Assessment and Outcomes are suited to goals and student ability and easily assesses what has been learned. |
Comments
|
Effectiveness in teaching
|
Poor
Website is ineffective in teaching desired content. Interactivity is unrelated to learning, not directed at student enjoyment. |
Fair
Website is partially effective in teaching desired content, with limited interactivity and appeal to students. |
Good
Website is mostly effective in teaching desired content, with some interactivity that appeal to students. |
Excellent
Website is effective in teaching the desired content in an interactive way that students will enjoy while learning. |
Comments
|
Authority
Credibility
|
Poor
The website has no contact details or credentials of the author appeared on the website, nor any detail of the web master. |
Fair
The website has minor details on the website with regard to the author and web master. |
Good
The website contains some details with regard to credentials of author and his contact details and those of the web master. |
Excellent
The author/organization is clearly identified. Appropriate credentials and contact detail are provided. |
Comments
|
Objectivity
|
Poor
The web site does not state curricular goals and are bias with. |
Fair
The website lacks curricular goals and objectives and are not completely neutral. |
Good
Websites states some curricular goals and objectives, is mostly neutral. |
Excellent
Website states curricular goals and objectives. The content is neutral and free from bias. |
Comments
|
Audience
|
Poor
Website does not state academic levels and contains activities that are not suitable for target audience. Student diversity is not recognized. |
Fair
Website has limited activities suitable for target audience and partially recognizes that students learn in different ways. |
Good
The website is randomly states the academic level of target audience and activities are mostly suited for the ability level of target audience. It gives recognition to different ways of learning. |
Excellent
Clearly states the academic level of target audience and contains content and activities relevant to the audience. It recognizes that students learn in different ways. |
Comments
|
Currency
|
Poor
The website do not indicate publishing date and date when last updated. |
Fair
The site contains either the publishing date or date when last updated but not both. |
Good
Site contains the dates published and updated but it is not clearly visible or easily found. |
Excellent
The web site clearly indicates the publishing date and the date when content was last updated. |
Comments
|
Design
|
Poor
The website is not appealing to target audience. There is no balance between graphics and text. Difficult to access the web site and additional software is needed. |
Fair
The website can be accessed and has some balance between (and some additional software might be needed. |
Good
The website is appealing to target audience and lacks some balance between graphics and text. The web site is easily accessible and no additional software is required. |
Excellent
The website is appealing to target audience and contains a good balance between graphics and text. The web site is easily accessible and no additional software is required. |
Comments
|
http://www.rcampus.com/rubricshowc.cfm?code=L33864&sp=yes%20
Assignment 1
Please login to the UHV library to access the journals.
http://vcuhvlibrary.uhv.edu
Choose a term related to the course and use different resources to find how many research articles are found in each database.
Search Term: The Next Generation Digital Learning Environment
Total number of results from the UHV library:
156 Academic Journal Articles (Date Range 1994-2019)
8 Academic Journal Articles Date Range from (2016-2019)
Total number of results from Google Scholar: 161,000 Academic Journal Articles
Total number of results from ERIC: 31 Academic Journal Articles
Methods used to narrow the search: Date Range 2016-2019
Method used to find more related articles: 4,260 Academic Journal Articles
Modified the search to Digital Learning Environment Educational Technology
(Date Range 2016-2019)
List other resources that you could use for your search:
· EDUCAUSE
EDUCATIONAL TECHNOLOGY RESEARCH, PUBLICATIONS, LIBRARY, REVIEWS, SEMINARS
· The Tech Edvocate Website:
Contains References, Apps, Podcasts, Products
· Extension Engine Blog:
Breaking Down the Digital Learning Environment and NGDLE
· ICT Works Website
By Steve Vosloo on July 11, 2018
· eCampus News- eSchool Media Sites and Resources
From LMS to NGDLE: the acronyms of the future of online learning
BY STEVE BAULE April 9th, 2019 / Is an LMS enough or do you need more?
· White Paper: Exploring the Digital Landscape in Higher Education
Are you making the most of education technology?
This white paper includes:
- In depth analysis and visualization of the responses received from higher education faculty relating to the use of technology in higher education.
- Anecdotal evidence and commentary provided by higher education professionals interviewed after taking the survey.
- Ideas for making the most of the technology available to you.
- Questions designed to generate further thought and discussion around the EdTech debate.
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