Connectivism and Social Learning in Practice

Social learning theories state that people learn primarily through their interactions with others and their environment. Cooperative learning allows students to work together in order to achieve a deeper level of understanding.

There are many instructional resources available that assist in cooperative learning. It is almost overwhelming to look at the list of resources that are referenced in the course text, Using Technology with Classroom Instruction that Works. However, there are so many social networking options, webQuests, web-site creation, wikis, blogs, etc. that all have a role to play in cooperative learning. Each of these resources puts the learning in the hands of the students. Whether in groups within the traditional classroom, or paired with students in a classroom across the world, students can work together to learn in ways that would not otherwise be possible.

Note: Most of the great resources that are available for cooperative learning are blocked by our technology administrators, and it is a very slow process in trying to convince them of the value of many of these sites.

Constructivism in Practice

Once again, I have to say that I am really enjoying this course text. Using Technology with Classroom Instruction that Works has so many practical applications for the classroom. In my school, we have replaced year end exams in grade eight with year-end assessments. These inquiry-based projects allow students to take the opportunity to come up with their own inquiry question to pursue and then they research, collect data, and analyze their finding.

In the Chapter entitled "Generating and Testing Hypotheses", the authors address this same process. There are so many ideas for how to proceed with this in the classroom, and I think that many of the web resources and other computer resources listed and explained in the chapter assist students in pursuing this. As students work to test and prove their work, it is essential that they understand the questions that they are researching. If they attempt to complete a project without fulling understanding their hypothesis, their learning is flawed and incomplete. It is essential that students have an understanding, so that they understand what they have learned through the process.

Cognitivism in Practice

I am really enjoying the suggestions in this course's text Using Technology with Classroom Instruction that Works! I thought that the chapter on "Summarizing and Note Taking" especially timely since I'm looking for ways to teach my students how to take notes and summarize a text since that is a skill that is so vitally important to success in high school and university. I am looking forward to exploring the resources suggested at the end of the chapter and I hope that they will translate well into my classroom. I have used wikis as a means of presenting class notes and asked my students to each give other students feedback on how well they did at presenting the necessary information. I liked the interactivity of this exercise. I am also really enjoying the possibilities of the comments and tracking changes in Word. It is such a diverse resource!

The chapter on "Cues, Questions, and Advance Organizers" was also very interesting, although not new to me. I have used various types of concept organizers in my class, depending on the topic and subject area. I find that they are a great way to get students to break down a chunk of information so that they can actually use it to complete an assignment. I have also been working with a former student of mine to improve his comprehension strategies. In this time, we have been exploring how using a graphic organizer can assist in how he can answer later comprehension strategies. And in our discussions together, he has told me that he found it much easier to answer the questions because he thought through the information first.

Virtual Field Trips are so interesting, and there are so many good resources available! I like that students can explore a concept on their own, asking for direction when necessary. Whether it is in the form of a virtual field trip, or note-taking, or concept organizers, students are given the opportunity to take in new knowledge and develop their own learning. I think that these technological tools can help the teacher move more freely into the role of facilitator.

Behaviourism in Practice

I am actually enjoying Using Technology with Classroom Instruction that Works! I really like the 'Effort Rubric' in the chapter on "Reinforcing Effort". This rubric allows students to gauge their own behaviour and I really like that. I think that giving students the opportunity to reflect on their own learning and effort can be very helpful in reminding students about how their own effort can help them achieve success. I have never thought to use spreadsheet software in order to allow students to gauge their own progress. It is an interesting notion, but our time in the computer lab is so limited as it is that I don't think that I will use this in my classroom. I have used survey monkey to poll my other university peers, but have not used it in my own classroom yet. I have done informal 'effort' surveys in my classroom before (without technology).

While I try not to assign much homework in my class, I did find the web suggestions in the "Homework and Practice" chapter very interesting and it almost makes me want to assign more homework just to try them!

I do think that showing students their progress and how that relates to the effort that they put in can be helpful in getting students to realize how they can have a role in the marks that they get.