Our resources this week are based on constructionist learning. They applaud hands-on, critical thinking activities that academically help kids succeed in the classroom. Because so many of these projects are not technologically-based, teachers may and will find themselves asking their students for help in these particular areas. From a previous course here at Walden, our students in today's world are digital natives, and are accustomed to learning and socializing on a computer; whereas the educator may not be. The educator's reply where she mentioned how her students’ self-esteem was boosted when they helped her, but not her own, as they instructed her on how to learn a new technique on the computer (Constructionist vs. Constructivist, 2009).

How do the strategies presented in our resources reflect the constructivist/constructionist approach to learning? Project-based learning is essential for students’ application, self-motivation, and overall long term memory retention (http://www.edutopia.org/project-learning). Dr. Orey explains how equilibration is so important for students. This explains how the mind accomodates for new learning, such as the parent explaining to the child that a cat is not a dog when the cat comes along in the park. The mind must learn what this is and put itself back in balance to its learning schema-information already previously obtained from other sources (Constructionist vs. Constructivist Learning Theories, 2009). The web resources offered differing approaches to hands-on project based learning. From the site pbl-online.org projects are designed to engage students throughout the process, from beginning to end. I also especially liked how it gave teachers clear directions for how to explicitely teach how to do a project step by step, and then guide as a facilitator throughout. The Appletree Learning site was based on doing online hands-on projects like charting the flight of the Monarch Butterfly. It also solidifies the importance of cultural awareness through having to complete activities online, and with students of different backgrounds. From edutopia.org students solve real world problems and then present these solutions to experts in those fields. For the NASA solar system simulator site, students can watch various science videos, join in webinars, enter contests, and complete science and math based projects. The last site I viewed was Astroadventure, and I automatically went to the teacher/parent site because I think as teachers we want to know how the site can help us. I wasn't too pleased with this particular part of it because all the documents were PDF files and seemed tedious to read. I was very pleased, however, when I navigated to the part explaining how students could create their own planets. I finally heard strange computer voices and the graphics began to move. It does need updating.




Angie Cash

Constructionist and Constructivist Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc. CD-ROM, 2009 release).

Using Technological Strategies for Summarizing and Note Taking

It's really no wonder why students don't like to take notes. If they're just being given to them verbally and they simply write them down, how boring is this?! To savvy them us a little bit, teachers may (like I've done) place them on an overhead projector and have them write them down as well. This is still pretty ho hum. I'm thankful that our resources this week have presented us with information on how to teach summarizing and note taking utilizing current technological advances, while creating meaningful learning opportunties too.

Software programs such as Inspiration and Spinscape offer students the ability to organize notes in a meaningful web map that will help them learn concepts better than ordinary boring note taking. Plus these features offer colorful graphics and links in which students can place pictures and other pertinent information on them as well. PowerPoints offer the ability for creative note taking, combining pictures and their related terms (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Classroom Instructional Strategies Linked to Behavior

First of all, my apologies to Dr. Krauss for not getting to this until now-Saturday, Sept. 19. The only excuse I have is that I am not accustomed to going to my blog site, and am more familiar with doing the applications. With that said, however, I am glad we are going to be utilizing blogging a great deal during this course.

From our resource Using Technology with Classroom Instruction that Works, we explored two methods used by educators to help motivate students' learning in the classroom, in addition to their behavior towards that learning. One of these was "Reinforcing Effort" and the other was "Homework Practice." For the reinforcing effort module, a teacher was able to create an effort rubric, naming each category with point values correlating with it, and students on their own were able to self-assess how they were meeting these effort standards. For instance, one category is "Paying attention." To achieve the highest point value of "4", the student must: pay attention in class, listen carefully to the teacher's questions, and focus on the class work at least 95% of the time (Pitler, Hubbell, Kuhn & Malenoski, 2007). This is associated with the behaviorist learning theory because it addresses students' needs and provides immediate and appropriate feedback (Lever-Duffy & McDonald, 2008). In order for this to be successful, students must first be explicitly taught about effort and complete some initial effort exercises to understand its concept (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Next, homework and practice enable students to get additional help with lessons they've already explored in the classroom. Plus, it gives them a chance to work and read independently. If homework is assigned it should be commented upon, with parental involvement to a minimum, and should be the amount recommended for the grade level of the student (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory is incorporated here because students are learning how to utilize technology to improve homework skills and practice, creating a meaningful sense of self-efficacy. The above resource further describes how the seemingly normal word processing program on Microsoft Word can enhance students' reports simply by understanding several more options students can choose that are on it. I have known about the Flesch-Kincaid grade level ratings and have just recently shown my class how to utilize this feature. Now they want to know if their reports are on grade level. We've talked about and looked at the "Auto Summarize" feature as well. I need to show them how this works. Often, students want to write, "The End." They need to see how key points in stories are used as the summary.

I believe students behaviors towards learning is reflected in the resources they have been taught to incorporate into that learning. Today's students expect cutting edge learning opportunties such as WIKI's, blogs, podcasting, and even being instructed on how to use Microsoft Word more effectively. As educators we should continue to focus on teaching our students these valuable tools to increase their social and academic success. I have much still to do.

Angie Cash

Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, M.A. Allyn and Bacon.

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) Using Technology with Classroom Instruction that Works. Alexandria, V.A. ASCD.