Constructivism in Practice

As an art teacher, most of the work done in class is project based. Creating artifacts or projects are part of the constructivist/constructionist theories. (Laureate Education, 2010).

How does an art teacher use generating and testing hypotheses in an art classroom?

One way is through experimental inquiry and even systems analysis.  Every time an artist or student mixes a color when doing a painting it becomes an experiment. What happens when you add a little white or black to a color? What happens when you mix complementary colors? How do you make brown? We can chart the changes in color and make predictions about the color.

Problem solving can also be useful in art. How do you change colors or add a design to a weaving without making a knot?

We can even use historical investigation when studying different artists, artistic styles, and art movements.

One of the difficulties that I see with using some of these strategies in art is in how to incorporate computer technology into them. There are many ways to incorporate technology when working with historical investigation but what about charting color?

My thoughts so far are to use a word program and use different font colors when explaining color change. Another idea is to use a grid in the same way?

Any other ideas out there?

Cognitivism in Practice

Summarizing and note taking are probable two of the best ways to help students to learn. It helps students to synthesize information and distill it into a concise new form. (Pitler, 2007). In other words, students can use their own words, drawings and their own understanding to help themselves retain information that may be need in the future.

Cues, questions, and advanced organizers focus on enhancing students’ ability to retrieve, use, and organize information about a topic. In other words, students find relationships between what is already known to them and what they are learning.  They do this through reminders or hints from the teacher, or as in the case of advance organizers help the student to focus on their learning. (Pitler, 2007).

These instructional strategies help students in Cognitive Learning because Cognitive Learning helps students’ efforts to understand, retain and recall information. (Laureate Education, 2010) 

Cognitive Learning has 3 stages of information processing: sensory input information, Short term memory or working memory, and that which is stored into long term memory. Long term memory stores declarative facts and information, procedural functions such as how to do things, and episodic memory or events in your life. (Laureate Education, 2010)  When we use summarizing and note taking, cues, questions, and advanced organizers we are attempting to store the information learned in these strategies in our long term memory.

Virtual Field Trips and Concept Mapping also relate to Cognitive learning because both of these learning strategies appeal to the senses.  Both are visual and according to Dr Orey, Virtual Field Trips help create episodic memory. (Laureate Education, 2010) 

References;

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory[Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler,H., Hubbell, E., Kuhn, M., Malenowski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. Association for Supervision and Curriculum Development. 

Behaviorism in Practice

Technology is one of the most important aspects of the 21^st Century classroom. Think about your everyday life. Now think about what your life would be like if you did not have access to your cell phone, I-pod or any other technology that you cannot do without. That is what a classroom would be without technology.

Students in today’s world need to be engaged in their learning. Students also need to know that the effort they put into their learning has a direct link to that learning.  Using technology such as spread sheets and other data collecting software can help a student chart and reinforce the effort, homework, or practice they use in successful learning.” In the book, Using Technology with Classroom Instruction that Works, there are two generalizations made about homework and practice: first, mastering a skill or process requires a fair amount of focused practice, and second, while practicing, students should adapt and shape what they have learned. (Pitler, 2007). Homework and practice is repetition and that is drill and practice which is part of the Behaviorism Theory. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.” (Pitler, 2007). When looking at Behaviorist Learning Theory, Dr. Michael Orey mentions that this theory revolves around operant conditioning, reinforcement, or punishment. (Laureate Education, Inc., 2010).

While reading about this theory and trying to envision how technology would work with Behavior Learning Theory, I decided that the two work well together even if it is just a tutorial. I found watching the tutorials on power point at: http://www.internet4classrooms.com/on-line.htm, to be very informative.

References; Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler,H., Hubbell, E., Kuhn, M., Malenowski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. Association for Supervision and Curriculum Development. 

WELCOME

Hello,

Welcome to my second blog.  This blog is a learning tool for me and my fellow students at Walden University as we study the practical applications of technology in the classroom.  Our class is titled: Bridging Learning Theory, Instruction and Technology.  I hope you enjoy reading our post and that you will join in our discussions.

Diane Liebl