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Learning Theories and Research on Integration of Technology into Education

Learning Theories and Research on Integration of Technology into Education. Rhonda Christensen CECS 4100 Ch. 3 IETT. Theories Supporting Computer Use in Education. Behaviorism Systems Theory Cognitive Theory. Behaviorism.

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Learning Theories and Research on Integration of Technology into Education

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  1. Learning Theories and Research on Integration of Technology into Education Rhonda Christensen CECS 4100 Ch. 3 IETT

  2. Theories Supporting Computer Use in Education • Behaviorism • Systems Theory • Cognitive Theory

  3. Behaviorism • Expect any effective instructional activity, such as a computer-based tutorial, to change the student in some obvious and measurable way • In education we use behavioral objectives

  4. Behaviorism • Thorndike’s connectionism theory • learning is based on a series of associations or connections between new situation and previous situation • Provided the impetus to the programmed instruction movement

  5. Behaviorism • Pavlov’s classical conditioning • Ring bell, feed dog, dog salivates because of food • Ring bell, remove food stimulus, dog salivates • Over time, the new stimulus (bell) will produce the response even if the original stimulus is removed

  6. Behaviorism • B.F. Skinner’s operant conditioning • involves the use of reinforcement to promote desirable changes in behavior • Skinner’s contributions to educational practice and CBI • stating objectives in terms of desired outcomes • assessing learner prior to instruction • recording learners’ progress for feedback

  7. Systems Theory • Events should be studied in relationship to other events; relationships should be identified and their effect measured • “cookbook” of procedures for designing instruction • often used to design CBI (Computer Based Instruction)

  8. Cognitive Theory • Moving from behaviorism to internal processes that occur during instruction • Cognitive Theory concentrates on the conceptualization of students’ learning process • Influential proponents - Jerome Bruner, Jean Piaget, Seymour Papert

  9. Cognitive Theory • Believe instruction must be based on a student’s existing state of mental organization, or schema • Where behaviorists were more outcome based, cognitive theorists are more interested in the content of instruction

  10. Cognitive Guidelines for Designing or Evaluating CBI • Predisposition to learning • Structure and form of knowledge (concrete vs. abstract) • Sequencing of instructional material • Form and pacing of reinforcement must be considered • Discovery learning is an important technique (LOGO)

  11. Learning Theories(differences) • Cognitive theory provides educators with a missing piece of the puzzle - they look at learners • Behaviorists look at outcome • Systems theorists look at entire entities or systems

  12. Learning Theories(commonalities) • All approaches advocate feedback • All are interested in how experiences are sequenced • As research continues, it is likely that many theories will include parts of these to design effective instruction

  13. Implications of Theories • Provides direction to research • Provides direction to the practice of a profession

  14. Meta-Analysis and Instructional Computing Research • Kulik looked at 175 studies • Computer-based education has had positive effects on student learning • Computer-based education was not uniformly successful for all uses or at all levels

  15. Alternative Interpretation • Clark reviewed Kulik’s studies • found many of the studies were poorly designed and/or students in CBI received enhanced instruction • “Computers make no more contribution to learning than the truck that delivers groceries to the market contributes to improved nutrition in a community...”

  16. Who do we believe? • Computers, like any tool, can be used correctly or incorrectly. Teachers should attempt to maximize the positive effect computers can have and minimize potential negative influences.

  17. Attitudes Toward Technology • Attitudes affect behavior • Positive attitudes toward computers can lead to more positive attitudes toward content • Measurement of teachers’ and students’ attitudes toward technology

  18. Major YCCI Findings • Computer use makes comp. attitudes more positive. • 3+ Years of computer use may increase motivation to study. • No gender differences regarding IT at grade 1. • Most dispositions become less positive from grades 1-3. • Bilingual Hispanics in Texas have very positive dispositions that tend to remain high.

  19. CAQ Pilot Results • 588 junior high school students, 1994 • Alternative curricula: computer literacy course vs. thematic teaming approach • Teaming group > computer literacy course group on: • Computer Importance • Computer Enjoyment • Creative Tendencies • Females > males (across groups) on: • Study Habits • Empathy

  20. Current Research Findings • For current research findings relating to teacher and student attitudes toward information technology, visit the website at http://www.iittl.unt.edu

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