Chapter 3- Transforming Learning with Unique, Powerful Technology

Focus Question:

What are the essential ideas for teachers from research on the science of learning?

-Research on the science of learning focuses on active engagement of the students. Active learning means that each student is involved in the learning process both physically and cognitively. Research shows that physically participating in a lesson is more effective than just sitting behind a desk for hours at a time. Metacognitive thinking is when students can assess their way of thinking. This allows them to identify what they already know and what they still need to learn. These two concepts are important in a student-centered teaching approach. In this philosophy of teaching, the teacher creates situations where students can problem solve and participate in class discussions.

-The four learning theories: behaviorism, cognitivist, constructivism, and constructionism are used in many classrooms today. Each theory uses technology and computers in different ways. In the behaviorism theory, learning is said to be a process of memorizing. The computer systems are carefully arranged and controlled. The computer is the source of knowledge. In the cognitivism theory, interaction is emphasized. This strategy uses active learning and metacognitive skills. The constructivism theory manipulates the surroundings in a different way for each student. The constructionism theory says that learners build their own knowledge. This strategy believes that students will benefit more from the knowledge that they build themselves rather than being forced.

-The science of learning also ties in with the five types of unique, powerful, and transformative learning in NETS-S and the 21^st Century Student Outcomes: critical thinking and problem solving, digital literacies, communication and collaboration, creativity, and digital citizenship. These five categories use digital technology to propel new learning and organizational change.

Digital Dialog 3.1:

    When it comes to learning, I prefer visuals and interactions. There are certain subjects that I can learn better by reading a book. I prefer to learn visually when learning new math concepts and when being taught how to create something. I also like the use of visuals when learning about art. I prefer to learn history by book because I feel that history lectures do not capture my attention. Recently, I have learned how to create a rubric using Rubistar. The YouTube video with step by step instructions made it easier for me to learn. I could easily follow along and see how to start from a blank page. I have also recently learned how to create measurable learning objectives using an online tutorial in my other class. When I become a teacher, I plan on adjusting the lesson and activities to benefit all different learning preferences. I can use computer visuals for directions and then have the students perform a hands-on activity.

    In this chapter I have learned about the four learning theories and how they use technology to enhance learning. The two teaching philosophies, teacher-centered and student-centered use technologies in different ways as well. Student-centered teachers use technology as an aid in class discussion, while teacher-centered teachers use it for lecture purposes. I find it interesting how two opposite teaching approaches use the same technology but in different ways. The picture below is an example of what a student-centered classroom would look like. The desks arranged in a circle allow open discussion and interaction amongst the students. In this chapter I have also learned more about the 4 instructional methods to engage students in learning. I personally favor the one-on-one tutoring method. I think students benefit from one-on-on help from the teacher. 

             

                           Circle of Desks 1, a photo by perkinsy on Flickr.

Resources:

Maloy, Robert, Verock-O’Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.