Psychological Perspectives in ICT

1. Psychological Perspectives in ICT Steve Wheeler University of Plymouth www2.plymouth.ac.uk/distancelearning

2. Constructs • Technophobia • Computer Dependency • Individual Differences • Creativity • Memory and Cognition

3. Theories Learning Theories Cognitive Load Theory Locus of Control Theory Attribution Theory Motivation Theories Transactional Distance Theory Equivalency Theory

4. Concept Mapping Motivation Learning Theories Local Distance Individual Differences Cognitive Load Theory Attribution Theory Transactional Distance Equivalency Theory Locus of Control Theory Creativity Memory Cognition

5. Behaviourism • Ivan Pavlov (1849-1936) • Unconditioned Reflex • Conditioned Learning • Association • S-R Links • Passive Learning • Reinforcement Train a Dog Online! www.nobel.se/medicine/educational/pavlov/index.html

6. Neo-Behaviourism • Barrhus F. Skinner (1904-1990) • Operant Conditioning • Organism interacts with its environment • Reinforcement schedules • Behaviour modification • Extinction of behaviour

7. Cognitivism • Edward Tolman (1886-1959) • Latent Learning • Purposive Behaviour • McFarlane’s Rat Maze Experiments • Cognitive ‘Maps’

8. Scientific Constructivism • Jean Piaget (1896-1980) • Child is a ‘scientist’ • Accommodation • Assimilation • Construction of Meaning • Exploration and Discovery • Schema Theory

9. Social Constructivism • Levrenti Vygotsky (1896-1934) • Cognitive development and language shaped through interaction with others. • Knowledge, values, and attitudes develop through interaction with others. • Social interactions that assist in learning increase a child's level of thinking.

10. Implications for Teachers • Teachers should use interactive methods of teaching such as hands on activities and group work. • Teachers should present students with challenges to increase problem solving abilities. • Teachers should frequently use a high level of language. • Teachers should use scaffolding to increase students' cognitive abilities.

11. Cognitivism • Howard Gardner • Nine discrete intelligences or cognitive disciplines including: • body/kinaesthetic, • logical/mathematical, • musical/rhythmic, • verbal/linguistic, • visual/spatial, • interpersonal, • intrapersonal.

12. Implications for Teachers • Teachers need awareness of how different learning styles can be used as a way to measure the ‘whole person’ rather than the small part of intelligence represented by IQ tests. • Teachers need to address as many of the ‘intelligences’ as possible through differentiated teaching.

13. Questions • What are the implications of learning theories to the use of ICT? • Which theory (or theories) provide the best explanations of contemporary educational ICT use?

14. Memory and Cognition Rehearsal Sensory Register Short Term Memory Long Term Memory Selective Attention Coding Information Processing Model (cf. Atkinson & Shiffrin)

15. Articulatory Loop Visual Spatial Sketchpad Recycling items by articulatory processes Phonological Memory Visual Memory Visual Spatial Memory Memory and Cognition Executive Control System Control and Decisions Reasoning Language Comprehension Directing Attention Transferring Information Working Memory Model (cf. Baddeley & Hitch)

16. Showering Getting up in the Morning SCHEMA Coffee Hair Teeth Dressing Breakfast Toilet Waking up Alarm