Donna's Technology Class Blog

I like using the constructivist theory in my classroom. Over the years, I have taught in several states and subject areas. I found a great “hands-on” or constructionist science curriculum that I could integrate with the one I was required to use. This curriculum is part of the Challenger Center program, http://www.challenger.org/. The point of each activity is to ask the students a key question, give them a materials list, and allow them to create an experiment or artifact that will answer the key question. My students loved this material, and their grades in my science class improved. I was surprised to see that their grades and problem-solving skills also improved in other classes as well. I currently teach computer literacy. I use a modified constructivist method in which I give students information, demonstrate the procedures, and then allow them to practice the skill on their own. This method can work with a technology class, as well as an academic area class. I love all the onli...

I read this week about cognitivism. Cognitivism is a theory of how people perceive, remember, and apply information. In the video, Dr. Orey said that the human brain can only process 7 (plus or minus 2) pieces of information at a time, so we must decide which information is important. In light of this information limit, we need to teach students to decipher what is important. Note-taking skills are an important part of student learning and information retention. One of the examples to assist students in making the connection between the information presented and retained is note-taking. Several strategies were shared including giving "teacher-created notes." These notes can be digitally shared and then edited and summarized by the students as they transfer the information into their own words. Having the students think through the information presented to transfer it into their words creates another way for them to forge a connection in their minds-elaborating on the informat...

The book, Using Technology with Classroom Instruction that Works, made two “generalizations.” 1. “Not all students realize the importance of believing in effort. 2. Students can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, 2007). Pitler continued by giving two examples of teachers who used spreadsheets for students to track and evaluate their own effort in relation to their grades. The teachers incorporated spreadsheet skills and graphing/charting with their regular math lessons. This use of technology showed the students with graphic representations how their effort was directly related to their grade (Pitler, 2007). The students recognized the correlation between their behavior, putting forth effort, and the desired response, a good grade. This is a practical application of behaviorism. Another instructional strategy mentioned in the book suggested using word processing software tools to research, not just write papers. ...