Cognitivism in Practice

Being more clear on cognitive learning theories and how they base their long term memory learning on the network model of memory: types of information, dual coding, and elaboration, clearly allow me to see the correlation with technology. In the text book Using Technology with Classroom Instruction that Works I found there are many strategies I use in my daily lessons such as: KWL charts, advanced organizers, graphic organizers, charts, and rubrics. However, I have yet to utilize Inspiration on a projected computerized screen for class lessons with ques and questions as mentioned in the text. It is very obvious that students can build background knowledge through these types of visual organizers along with multimedia such as: ExploreLearning, BrainPop, or UnitedStreaming which allows for further understanding and exploring. In adddition, Dr. Orey mentions, that by adding images to some of the graphic organizers in as many ways as possible, to make connections for students about the concept being taught, is a primary mechanism for storing information. Furthermore, when creating ques and questions technology can be a great tool to help students with the information processing and store it as long-term memory.

Another strategy that was discussed in this weeks reading was Virtual Tours. I was mesmerized when watching the example displayed for our assigned viewing. It is very apparent how this type of teaching and learning exposes in depth cognitive learning. Virtual Tours incorporate so much learning in one experience and for all leaning styles they create episodic memory. The engagement involved with this type of teaching can lead to numerous connections and clearly proves Paivio's hypothesis on the power of images leading to long-term memory.

References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom practice that works. Alexandria, VA: ASCD

Beahviorism in Correlation to Instructional Strategies

When looking at the behaviorist learning theory and the correlation with technology, I find that technology can supplement and enhance learning in the classroom. The resources prove that teacher and student can benefit from quick feedback after completing a skill or task. In a given environment, technology can help students become more receptive which in turn can lead to students becoming more efficient.
In the assigned readings for Using Technology with Classroom Instruction that Works, there are two learning strategies that the authors discuss. The first is reinforcing effort. This strategy is based on the research that students can change their beliefs and make connections between effort and achievement by using a spreadsheet like Microsoft Excel. How a teacher and student can utilize this spreadsheet for their own benefit is by showing exactly what effort looks and have a student track their effort on a daily basis. Realistically I feel that this type of rubric can work, but is not necessary for every child at the middle school level. However, allowing for a student and teacher to see hands on the the relation between effort and grades they earned on a test can be huge for progress in a child's choices of effort.
The other strategy mentioned in the assigned reading for this week was homework and practice. This strategy is based on the simple fact that technology can offer multiple exposures to practice skills and concepts being taught in the classroom. Therefore, allowing for quick feedback and a rewarding form of studying. The use of technology not only offers a wealth of resources outside the classroom, but it also makes it easy for students to work and study.
The educational system and the designers of the technology platform need to be mindful of the end user to create a user friendly system that provides comfortability and enhances learning efficiency in order for the behaviorist learning theory to survive in the classroom.