Learning Theory & Technology How learning theories apply in the classroom.

Skinner & Pavlov: Operant Conditioning Learning is based on a positive or negative consequence received by the learner. Given a stimulus, like an food, the subject will repeat the behavior in order to receive the reward again. Given a negative stimulus, like an electric shock, the subject will modify their behavior. The idea of Behavior Modification resulted from Skinner’s work.

Applying Operant Conditioning Reinforcing stimulus such as gold stars for exceptional performance or achieving a certain computer skill is behavior shaping activity directly controlled by the teacher. The embarrassment of not having a gold star can serve that same purpose as an electrical shock. Drill and Practice Software gives a student an immediate response for each question or problem answered correctly. This reinforcement is a skill shaping activity.

Kohler: Insight Kohler contributed the theory of Insight. Insight came into being when problem solving, almost as an "ah-ha" exclamation inside the brain. Solutions to problems were the result of a different pattern of organizational skills and processes.

Applying Kohler The teacher gives the students clues in a puzzle format. From the clues, the students will work together to figure out the problem. They will then develop the "ah-ha" of connecting the facts together to reach new dimensions of thought. Software such as LOGO programming help students understand how their programmed directions direct their computer turtle. With each trial and error attempt they utilize prior experiences to make their turtle work correctly. They develop their “ah-ha” skills in the programming process.

Miller: Information Processing Theory Miller felt that we easily remember symbols, number, letters in groups of 7, plus or minus two. Our entire social system is now based on this theory: our zip codes 9 (7+2), telephone systems (7), etc. Chunking information helps students learn information easier. The difficulty is that this chunking starts in short term memory, and unless additional and immediate reinforcement takes place, it is volatile. That is where the rest of the information processing theory come into play: getting the chunks into long term memory through encoding strategies of maintenance (drill and practice) or elaborate (developing links to prior information) rehearsal.

Applying Miller The teacher could develop an exercise that will provide the opportunity for the children to use elaborate rehearsal to learn a new class topic. The maintenance rehearsal could be a song using the facts they are learning using a familiar tune like the Twelve Days of Christmas song. Through repetition, the children could easily learn the new facts and encode it into their long term memory. The teacher could develop a variety of computer activities that would encourage students to rehearse and use newly learned computer skills, such as importing a picture into a document. Using their newly learned skill over and over and applying it to new assignments will help encode the skill into their long term memory.

Bandura: Social-Cognitive Learning Theory Bandura is well known for his theories about modeling, from aggressive, dysfunctional families using role-modeling behavior to their children through successive generations to his work on the self-regulatory system and self-efficacy. Cognitive processes are derived and dependent on the self-standards of each individual, no matter how those standards were developed. A student’s self perception will influence their performance, determination, and what they are willing to tackle in the learning arena. Interactive, collaborative projects help build self-efficacy and introduce new patterns of behavior. A teacher should serve as more than just a role model of how to do things or how to respond to situations. They should also be "cheerleaders" and set challenging goals with realistic, measurable outcomes that make the students feel proud and successful.

Applying Bandura Their learning will come from observing models: The teacher will show students a completed multimedia project so they can see an model of the multimedia project they will be designing. The teacher will make sure the goals of the project are challenging yet realistic. Students can implement their own design ideas for their multimedia project. Their motivational and emotional processes will be reinforced positively through the successful implementation and completion of their own multimedia project. Thus promoting self-efficacy.

Dual-Coding Theory Paivio’s theory proposed that memory consists of two separate but interrelated codes for processing information – verbal and visual. The interrelations and connections of the two systems allow for dual coding of information. Dual coding promotes knowledge comprehension and retention. Verbal system specializes in processing and storing linguistic information (words, sentences, etc.) Visual system specializes in processing and storing image or “picture-like” representations.

Applying Dual-Coding Provide a visual Powerpoint Presentation to present facts to students that include visual pictures along with written text information When giving students instructions on how to use a particular software try to include snapshots from the program to help students learn how to use the software When developing assignments for students try to give them a visual picture as an example to explain activities for students.

Gardner: Multiple Intelligences According to Gardner, there are seven ways that a person can learn: linguistic, logical /mathematical, spatial, musical, bodily/kinesthetic, interpersonal, and intrapersonal. In an ideal classroom setting, seven centers would be developed to accommodate all the learning intelligences of the students. The non-traditional modes of presenting curriculum to the students resulted in greater student independence and self-responsibility, higher self-efficacy, and effective cooperative skills. The role of teacher is redefined as collaborator rather than dispenser of facts. All children are given the opportunity to excel in the multiple intelligences (listed above) which are their strengths. They are also encouraged to develop a well- rounded approach to learning by tackling new areas of intelligence in an interdisciplinary approach.

Applying Gardner Multimedia projects can provide opportunities for all students to excel in their own style of learning in any classroom. Here are a few examples: The students who are linguistic will provide excellent written description of facts for their multimedia report. The bodily kinesthetic will do well at drawing graphics on the computer for their multimedia project. The musical learner can create or find songs to incorporate into their multimedia project. The interpersonal students can communicate and work cooperatively with other students in his/her group to design their multimedia project.

Constructivism Learners build personal understanding of their own knowledge and this constructive process can be facilitated by appropriate learning activities and a good learning environment. What a person knows is not passively received, but actively assembled by the learner.

Applying Constructivism Students apply knowledge in authentic problem-solving tasks. Students are scientists observing and collecting information for their multimedia project. Students engage in dialogue. Students work in groups to collaborate and design their multimedia project. Students engaged in their own learning. Each student has his/her own part in the completion of the final project and take personal responsibility for their work. Students develop higher level critical thinking skills. Students will use planning, assessment, and analysis skills while working on their multimedia project.

Making it work in the classroom.. Take baby steps. Apply the learning theories that you can easily implement first. Gradually add more strategies to encourage and promote student learning as you grow as a teacher. Evaluate your classroom lesson when it’s fresh in your mind. Write down notes about what worked, didn’t work, things you’d like to add, delete, or change to your teaching strategies. All teachers need to be lifelong learners along with their students.