Constructivist Learning Theory and Technology Integration

Constructivism is understood as knowledge that should be assembled by the learner and cannot be delivered by the teacher. In other words students learn from hands on experiences that are centered from the students themselves. However, teachers are able to assist students by providing a hands-on approach for learning that will increase their comprehension and retaining of information. In return the students are able to apply the things they have learned to their everyday lives. It is important to engage students in ways that will result in the retention of educational content. And how else can this be done other than meeting them at their level and interest! Integrating technology into the classroom allows students to use devices where they can navigate through programs and websites to learn content in a fun way. They can bypass the information they are already knowledgeable in and focus on subjects or topics they are not as familiar with. It is evident that children comprehend more when they are actively engaged and are participating in things that interest them. Students can only pay attention to direct lecture instruction for so long before they are overwhelmed and bored. Technology can include cooperative learning, blogs, hybrid courses, digital boards, e-readers, interactive learning websites and many others that enhance learning through tech motivation.  

Behaviorist Learning Theory and Technology Integration

Behaviorism is an educational learning theory used to create different aspects of instruction and learning in the classrooms like behavior management, positive reinforcement, and rewards systems. Behaviorism is also based on developing modernized instruction like supporting instruction through computers. Behaviorism learning theory focuses on assuring learning and behavior modification by promoting classroom management. An example of educational technology for this stimulus response approach is consistently teaching the importance of trying hard, and allows the teachers and the students to keep up with their hard work and achievements. For instance, my son has recently started bringing home a behavior chart that gives him check marks every 15 minutes. If 25 check marks are received then he will be able to have 30 minutes of IPad usage. But if the child exhibits any aggressive behaviors the points will be taken away. This not only encourages good behavior but it also informs the parents of how the day went because if the form is signed and returned the next day the student will receive Dojo bucks. It also helps the teacher keep track of both good and bad behaviors. An example of behaviorism in today’s classroom that targets computer aided learning could be the online textbooks and learning programs that go along with it. Many classrooms no longer use print textbooks with just worded information, instead, they use interactive learning which is supposed to make instruction more engaging and comprehensive. This instructional e-book website houses videos that explain information by subject and include quizzes for students to test their comprehension of the content. It also has different games to help study and you can click on different symbols or pictures and learn more about it. Once an individual takes the quiz they are able to see their results and an explanation of any wrong answers. This allows students to test their knowledge before exams and students will be willing to put forth more effort if they are praised or constructively criticized with the results.

Educational Technology Philosophy-Draft 1

            Today, in the United States, technology is extremely present in the educational settings. You can walk into a U.S. classroom and witness educators and children utilizing Promethean boards, IPads, laptops and many other technological devices. I believe that students being able to use these devices in the classroom is extremely beneficial to their learning. Especially since so many students have some sort of tech device at home that they actively use like a gaming system, iPad, laptop, computer, or tablet. It engages their minds and gives them the opportunity to learn the way of the new world we live in. It also prepares them for training beyond secondary school as well as the workforce. Computers are used for various reasons in the workplace. Many companies require knowledge of certain program software in order to qualify for the job. These programs could include word processing, graphic design, spreadsheets, and many others. Offering classes like keyboarding or BCIS is a great opportunity for students to get prepared. Many people consider this generation as the generation of technology and it seems as if babies come from the womb knowing how to operate these devices without instruction form adults. I am extremely tech savvy and love using technology. However, after being so heavily involved in my child’s education and sitting in his 3^rd classroom, my philosophy on technology in the education setting has split between yay and nay.

If you closely look at this generation of education, you will notice that even though the material is closely related or gives the same end result, the way it is administered or taught changes from year to year. Using technology as a teaching method has become more common over the years. However, relationships can sometimes become impersonal when implementing technology in the classrooms. I have noticed that educators sometimes rely solely on technology as a classroom instruction and this takes away from the relationship building between teacher and student. For example, the Promethean board is able to read to the students instead of the teacher sitting down and actually listening to the teacher read an actual print book. For many students this may be fine but for some it can be distracting and disengaging. Technology should complement the instruction and not replace it. Also, after speaking with some friends of mine who are educators, I found out that they are trying to eliminate handwriting in the classroom. Every child will be given an assigned laptop and will only be taught typing skills. They have already eliminated cursive writing. These things will disconnect student from the real world.  While it may seem I am leaning more on the nay side of using technology in the educational setting, there are many reasons why using it is beneficial.

Technology in the classroom has increased parent involvement in their child’s education. Some teachers create social media accounts or a classroom website that gives parents access to their child’s education. They are able to review homework assignments, ask questions, view attendance records and check current grades. I have an app for Skyward, a website that gives me live up to date information regarding my son. The down side to this is that some parents do not have computers at home but the upside is many of these programs can be accessed through smart phones.

 

 

 

Software and Website Rubric Evaluation

Academic Website Evaluation Rubric
DIMENSIONS	1 POOR	2 BELOW AVERAGE	3 AVERAGE	4 ABOVE AVERAGE	5 EXCELLENT
GOAL	Goal of this web site unclear and confusing.	Conflicting themes make site’s goal uncertain.	Goal is clear but site contains some unrelated or distracting elements.	Clear purpose and goal; some elements seem unnecessary.	Goal and purpose of site with no distracting elements.
USER FRIENDLINESS	Unwelcoming to users.	Does not evoke a welcoming message	Welcomes visitors but does not appear friendly.	Welcoming and appears friendly	Exciting, welcoming and very user-friendly.
DESIGN	Poorly organized; contains obvious errors; loads slowly, difficult to read.	Organization somewhat confusing; some errors; loads slowly	Organization acceptable; no obvious errors; loads adequately; easy to read.	Good organization; no errors; loads quickly; easy to read.	Excellent organization; error free; loads quickly and clearly; all elements easy to read.
NAVIGATIBILITY	Difficult to find and follow site navigation links.	Navigation links visible but slightly confusing.	Navigation links clear and readily available..	Navigation links clear and logical; site map included.	Navigation logical and clear; site map and search engine available.
AUTHORITY	Unclear who the teacher is and what class the site relates to.	Teacher name and contact included, but insufficient class information.	Teacher name, contact information, and some class information included.	Teacher name, contact information, full class information included.	Teacher provides all necessary information to student, parent, and community visitors.
DATES	No dates evident.	Site contains some dates	Site contains both creation and update information but no dates related to class activities..	Site contains creation and update information and some dates relating to class activities.	Site contains dates for creation, updates, and all class activities.
CONTENT	Content limited and lacks relevance to students and parents.	Contents appears relevant, but quantity limited in student needs.	Content is adequate in relevance and quantity to meet student needs.	Content is relevant and quantity is sufficient for student needs.	Content is on target and provides excellent coverage to meet student needs.
LINKS	Few relevant working links.	Adequate number of links but many no longer functional.	Sufficient number of links, all functional.	A good variety of useful, active links.	Links offer connection to a wide variety of excellent sites.
DISABILITY ACCESS	No option available for disabled student.	Some pages on the site offer text-only.	Site offers text-only on all pages.	Site offers clear options for disabled.	Site includes options on all pages and links to disability support software.

Academic Software Evaluation Rubric
SOFTWARE FEATURES	1 POOR	2 BELOW AVERAGE	3 AVERAGE	4 ABOVE AVERAGE	5 EXCELLENT
TEXT	Text is excessively technical and/or difficult to follow.	Text is generally understandable but not very user-friendly.	Text is easy to follow and understand: includes all necessary components.	Clear text that is logical and easy to follow.	Very clear, easy-to-read, logical, and complete text.
SITE LICENSE	No Licensing available.	Site licenses are available but limited or expensive options.	Site licenses available at reasonable cost.	Special, low site licensing pricing for education.	Educators may use for free without a site license.
INSTALLATION	Installation too complex; poor installation instructions	Installation somewhat difficult; instruction minimal.	Installation process typical; fairly clear	Easy to install; clear and understandable instructions.	Self- installation; step-by-step instructions included.
TECHNICAL SUPPORT	No toll-free customer service number available.	No online support; phone support available for fee.	Online chat and phone support available for modest fee.	Online tech support available for modest fee, no charge for phone support.	Online chat and toll-free support available 24 hours/day.
GRADE LEVEL	Not suitable for intended grade level.	Some features unsuitable for intended grade level.	Majority of features suitable for intended grade level.	Most features appropriate and suitable for intended grade level.	All features appropriate and suitable for intended grade level.
STANDARDS	Does not address school target standards.	Few school standards addressed.	A majority of the school standards are addressed.	Most of the desired school standards are addressed.	All school standards are addressed.
ACTIVE LEARNING	Interaction is passive; no active learning encouraged.	Interaction mostly passive; a few active learning opportunities included.	Interaction offers average active learning opportunities; some activities too passive	Good active interaction provided through a majority of the software.	Students are actively engaged during all components of software.
SAVE FEATURES	Students cannot interrupt and save work.	Students’ work can be saved on an external drive but cannot be reused.	Students may save work to continue on it in the future.	Automatically saves the students’ work when the program is closed.	Both automatically and manually, students’ work can be saved and restarted at the same point.
HARDWARE COMPATIBILITY	Works on relatively few available computers; requires additional hardware.	Works on several machines; requires additional hardware.	Will work on most machines with minimal or no hardware upgrades or additions.	Works on most available machines without hardware upgrades or additions.	Works on all machines available without hardware upgrades or additions.
COST	High cost relative to features.	Somewhat expensive relative to features.	Average cost for features offered.	Reasonably priced with numerous features for the cost.	Special low pricing for educational users for abundant features.