Introduction to Technology Learning Theories and Technology Integration

1. June 19, 2004 North Broward Prep Cafolla Introduction to TechnologyLearning Theories and Technology Integration Relating Theory To Practice

2. June 19, 2004 North Broward Prep Cafolla From Theory To Practice

3. June 19, 2004 North Broward Prep Cafolla Before Psychology Ideas about learning was part of Philosophy (Epistemology) Where does knowledge come from? What is �truth?� What does it mean to �know� something? Example: Socrates and the Socratic Method

4. June 19, 2004 North Broward Prep Cafolla Our Behaviorist Past Classical Conditioning Pavlov and his dogs Contiguity Temporal (superstition) Spatial In the classroom

5. June 19, 2004 North Broward Prep Cafolla Behaviorism S ? R Observable behavior Lower-level skills "chain" to higher-level skills Teacher's job is to modify behavior Reinforce desired responses

6. June 19, 2004 North Broward Prep Cafolla Behaviorism Skinner - Behaviors and Consequences Stimulus � Response Reinforcement/Punishment Outcome oriented Believed strongly in �learning machines� (computers) that could monitor behavior and deliver reinforcements

7. June 19, 2004 North Broward Prep Cafolla Contribution of Behaviorism Classroom management Behavior Modification Programmed instruction Drill & Practice with reinforcement

8. June 19, 2004 North Broward Prep Cafolla Information Processing Memory & Storage Sensory>STM>LTM Biological basis of learning Dual Processing Practice, practice, practice Distributed rather than massed Elaborative rather than rote

9. June 19, 2004 North Broward Prep Cafolla Constructivist Theory John Dewey: Learning in a Democratic Society Jean Piaget: Cognitive Structures Jerome Bruner: Concept Formation Lev Vygotsky: Learning Zones

10. June 19, 2004 North Broward Prep Cafolla John Dewey: Learning in a Democratic Society Democracy in education Education is a social event Founder of the progressive curriculum Education should be child centered School is the embodiment of community ideals

11. June 19, 2004 North Broward Prep Cafolla Jean Piaget: Cognitive Structures Stages of Development Sensorimotor Preoperational Operational Formal Operations Cognitive structures modified by assimilation and accommodation

12. June 19, 2004 North Broward Prep Cafolla Seymour Papert Worked with Piaget Developed Logo at MIT Microworlds

13. June 19, 2004 North Broward Prep Cafolla Constructionism vs. Instructionism

14. June 19, 2004 North Broward Prep Cafolla Jerome Bruner: Concept Formation Categorization People interpret the world in terms of similarities and differences (concept formation) People have a hierarchical arrangement of related categories Discovery oriented learning methods help students discover the relationships between categories Learners actively construct knowledge Learning occurs in a social context "To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize.� "To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize.�

15. June 19, 2004 North Broward Prep Cafolla Lev Vygotsky: Learning Zones Three types of problem solving tasks Those students can learn on their own Those students are not able to learn Those student could master with instruction Educational Triage!

16. June 19, 2004 North Broward Prep Cafolla Lev Vygotsky: Learning Zones Learning takes place in the 'zone of proximal development' (the difference between learner do alone and what she can do with assistance) Every function in the child's cultural development appears twice first, on the social level, between people (interpsychological) and later, on the individual level the child (intrapsychological) Cognitive development is limited to a certain range at any given age. Full cognitive development requires social interaction . This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." . This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." . This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.". This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." . This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." . This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."

17. June 19, 2004 North Broward Prep Cafolla Problems with Constructivism It is difficult for teachers to certify individuals skill learning Prerequisite skills may be lacking Students may not choose the most effective instruction Not all topics suit constructivist methods Skills may not transfer to practical situations

18. June 19, 2004 North Broward Prep Cafolla How Constructivism Impacts Curriculum Elimination of a standardized curriculum Use curricula customized to the students' prior knowledge Emphasizes hands-on problem solving.

19. June 19, 2004 North Broward Prep Cafolla How Constructivism Impacts Instruction Focus on making connections between facts and fostering new understanding in students Tailor teaching strategies to student responses Encourage students to analyze, interpret, and predict information Rely heavily on open-ended questions and promote extensive dialogue among students

20. June 19, 2004 North Broward Prep Cafolla How Constructivism Impacts Assessment Elimination of grades and standardized testing Assessment part of the learning process Students play a large role in judging their own progress

21. June 19, 2004 North Broward Prep Cafolla Integration �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

22. June 19, 2004 North Broward Prep Cafolla Integration � Directed Models To remedy identified weaknesses To promote fluency of prerequisite skills (make them �automatic�)

23. June 19, 2004 North Broward Prep Cafolla Integration - Constructivist To foster creativity To increase transfer of knowledge to problem solving To foster group cooperation To allow for multiple intelligences e.g. Gardner

24. June 19, 2004 North Broward Prep Cafolla Integration � All Theories Generates motivation to learn Optimize scarce personnel and material resources To make it easier for students to create and adjust assignments To develop information literacy and visual literacy

25. June 19, 2004 North Broward Prep Cafolla Summary

26. June 19, 2004 North Broward Prep Cafolla