In this week's resources, Dr. Michael Orey describes the relationship between the principles of constructivist/constructionist theories of learning. He explains that the constructivist theory of learning states that an individual actively "constructs" his or her meaning based on experiences (Laureate Education, Inc., 2008). In comparison, Dr. Orey mentions that the constructionist theory of learning states that an individual learns best when they are able to create a concrete artifact or a project that they can in turn share with their peers (Laureate Education, Inc., 2008). The constructionist theory can easily relate to education in that students are able to benefit from a hands-on experience in the classroom and learn by doing, with an attempt to share new knowledge with their classmates. Through the constructionist approach, students are able to develop assimilations (external reality is made to fit with one's beliefs) and accomadations (one's current beliefs are altered to fit external reality) to support their own schema (Laureate Education, Inc., 2008).

Students today can benefit from many hands-on expereiences through technology by using common programs such as: Power Point, Kidspiration, Podcasts, Blogs, Microsoft Excel, Photostory and learning based computer games. These activities allow students to contribute to a given topic through the use of technology with the final outcome resulting in a project or artifact to share with others. It has been my experience that students do in fact truly enjoy participating in engaging activities in which they have the ability to control the final outcome.

In our book entitled, Using Technology with Classroom Instruction that Works, Pitler, Hubbel, Kuhn and Malenoski (2007) explain that there are six tasks teachers can use to assist students in developing hypothesises. They are as follows: system analysis, problem solving, historical investigation, invention, experimental inquiry and decision making. Clearly these tasks emphasize the use of the constructionist theory due to the fact that they all reuire the students to engage themselves in the learning process and utilize tools in order to reslove disequilibrium (Laureate Education, Inc., 2008). Through the use of spreadsheet software, data collection tools and web resources, students are able to make predictions, recognize patterns, incorporate critical thinking, form a hypothesis and gather and graph data.

Laureate Education, Inc. (Executive Producer). (2009). 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.

This week's resources provided a wealth of knowledge in the area of cognitive tools that are geared to improving student learning. I will briefly summarize the main points and then add a few thoughts regarding concept mapping and virtual field trips.

Dr. Michael Orey mentioned various concept learning theories that incorporated short-term (working) memory, elaboration, effective use of images and episodic experiences. He explained Paivios dual coding hypothesis as the idea that information is stored as images and text (Laureate Education, Inc., 2008). Our course textbook, Using Technology with Classroom Instruction that Works, discussed the importance of tapping into a child's prior knowledge when introducing a new topic. The authors then focused on the importance of teaching children the appropriate way to take notes on a given subject matter. I like their suggestion of using a variety of formats for note taking, since some may be easier for a student to comprehend than others.

Finally, Dr. Orey discusses concept mapping and the way in which this learning strategy relates to cognitive learning theories. Dr. Orey gives exmples of different concept maps and explains that they can help organize information, support dual coding information and allow students to visualize ideas and in turn make conections between those ideas (Laureate Education, Inc., 2008). Students can use the concept maps to ehance both short and long term memory as well as utilize images and visual representations of a topic. Dr. Orey also details virtual field trips and states that they in fact create episodes for a child and have the opportunity to have the students travel to a location that they most likely would not be able to physically visit in their lifetime. These virtual field trips allow students to create experiences through the cognitive elarning theory and give them the opportunity to engage in critical thinking ideas in an effort to enhance learning (Laureate Education, Inc., 2008).

Laureate Education, Inc. (Executive Producer). (2009). 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.

After completing this week's resources, I can clearly see how the behaviorist theory is visible throughout various types of instructional strategies. The behaviorist theory focuses on the idea that a desired response must be rewarded in order for learning to take place. Reinforcement is the key and that can be accomplished using both negative and positive rewards in the classroom. According to Pilter, Hubbell, Kuhn and Malenoski (2007), "the instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). The authors further detail an example of an Excel spreadsheet and explain that students can keep track of information and seek rewards based upon data. Chapter 10 of "Using Technology with Classroom Instruction that Works" describes the idea that practicing a skill increases the probability that knowledge will indeed occur. This directly relates to B.F. Skinner's theory of operant conditioning, the idea that behaviors that lead to favorable outcomes are repeated over time.
In addition, our course text also lists several websites that students may use to practice various skills at home. Within these websites, students receive positive reinforcement when answers are correct and are able to move on to the next question, level or topic of study. Students are also rewarded negatively based on wrong answers and are given another question or must return to the beginning level within the particular activity. Dr. Michael Orey explains that "programmed instruction", using online tutorials, are excellent examples of behaviorism and should provide a small amount of information using guided questions with both correct and incorrect answers (Laureate Education, Inc., 2008). I look forward to using the behaviorist theory in my class when appropiate in order to increase the probability that my students will demonstrate proper behavior and provide educational responses to a given topic.

Have a great week!!!!

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

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved May 4, 2009, 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.