Constructivist Learning Theory

In this week's resources for my masters class, we were provided with resources to help us incorporate constructivist learning theories into our classrooms. Many of the resources from the previous week apply to the constructivist theory as well, making both theories work well together.
Starting with last weeks’ resources, making a cognitive map fits nicely into the constructivist learning theory because the students are provided with resources by the teacher, and they construct, or create something from this new learning, which they can then share with others. The concept map is one general means through which teachers can start students on the journey of creating a larger, more real-world applicable project which exemplifies the learning which is being created in the classroom.
In all honesty, I found that any form of technology available in schools could be used to incorporate the constructivist learning theory into the classroom. Students could use Power Point or KeyNote to create presentations for their peers, or adults in the community to share their learning, or propose how to fix a problem (Pitler, 2007). Word processing programs, or spreadsheets could be incorporated into a presentation to help students present their ideas (Pitler, 2007). A website or blog could be an effective means for students to post their ideas and receive feedback, with the ability to limit the audience to the approved group, or simply to track the progress students make. One study found that blogs were an effective means of communicating with people outside the school environment to improve upon an ongoing class project, as well as academic motivation (Drexler, Dawson, Ferdig, 2007).
Taking all of these resources into consideration, I think that the possibilities of using the constructivist learning theory and linking it with technology are only limited by the imagination of the teacher. The key to all of the projects is the teacher understanding what she really wants the students to learn, and incorporating as real-world projects as she is able into her classroom which link the students to the learning (Orey, 2001). The constructivist teachers’ job is never done when it comes to creating real-world applications from classroom learnings.


Resources
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop
elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.

       This week we were provided with resources regarding ways to incorporate cognitive learning theory into the classroom. One of the most helpful tools I have learned about is Inspiration, or for younger students Kidspiration. I have used this tool many times in my classroom, though never with the plan to use it with the cognitive learning theory in mind.
     Upon reflection, I think that these tools do fit very nicely in with cognitive learning theory. The students use this software to create links between the concepts they have learned, which provides a visual model of their own thinking and learning. Because no two students are exactly alike, neither will the concept maps they make be alike. These tools also could be helpful to teachers in understanding where students might have misunderstandings, or possibly weaknesses in their thinking or content knowledge.
     Kidspiration (because I teach first grade) could be an even more powerful learning tool in my classroom with more use as a tool to assess student understanding on topics. For example, I could have my students create a concept map on a topic prior to teaching the subject. These I could then review to get an idea for where the students are in their knowledge already, and could clear up any misconceptions before they become linked to new learning and cause further misunderstandings. Then, as I progress through the unit, I could have the students revise their concept maps as a formative assessment to make sure all of the students are gaining the needed understandings along the way. Finally, the students could present their understandings to a small group of students, and they could compare and contrast the different thinking that each of them had. This might help students make stronger links between their understandings as they have to explain and possibly defend their individual way of thinking.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

        Behaviorist learning theory has an important role in today’s classroom. The first thought that comes to mind is behavior management of course. The students in my classroom (a 1st grade inclusion classroom on a military post in Hawaii) have a great deal of trouble with following classroom and school rules. Many of the students in my classroom go home to highly unstructured home environments due to parental deployments, or frequent moves. The inconsistencies at home spill over into school, and negatively impact the classroom environment, and of course the academics. The behaviorist learning theory gives teachers home that they can change behaviors with hard work and a watchful eye on their students. I know that rewarding students for approximations of the behavior I want will eventually lead my students to behaving in the way I wish them to, so that they can earn the rewards. I believe that before any other accomplishments can be expected, teachers need to get classroom management under control, then teachers can focus on academics, and integrating technology into the various subject areas.
Technology fits directly into the behaviorist learning theory in several ways. First of all, technology use can be a great motivator for students, therefore teachers can use technology as a reward for work completion, good behavior, etc (Orey, 2001). On a more advanced level, teachers can use software programs which reward correct answers or time spent in the program, which increases the likelihood that the student will respond in the same way in the future (Orey, 2001). This keeps the students actively engaged in their learning, and allows for repeated contact with the curriculum, which helps to reinforce the knowledge for use later (Smith, 1999). The use of technology also provides easier access to materials and resources, which can be rewarding to students. Finally, through the use of blogs, wikis, or other web 2.0 resources, students could receive feedback from people other than their teachers who are interested in rewarding good work (through incentives or positive comments) as well as improving upon what the student is currently able to do. By broadening who can give feedback on work, teachers help to bring the community into the classroom to reward good work, and create incentives for high-quality work in the future. 
The behaviorist learning theory does have its place in the modern classroom, and links well with technology. The only thing that teachers need to be aware of is that behaviorism, like any other theory, does not explain everything that goes on in a classroom, and often times teachers must be prepared to look deeper into a problem to find a true answer. 


Resources
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm