Constructivism in Practice

After reading Using Technology with Classroom Instruction that Works and being a social studies teacher, I was immediately drawn to the World War II multiplayer strategy game (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A high school history teacher in Indiana uses this strategy game “to help his students better understand the political and economic causes and conditions that led to the war” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In the past, I have tried to use a game similar to this. The game was called “Peace Keeper” and it helped students solve the situation behind the Israeli/Palestinian conflict. I am not able to use the “Peace Keeper” game because it costs too much for me to purchase and I have not been able to get my principal to purchase it for me. As a teacher, I am always looking for new technology to help my students create and learn. I believe gaming can work it way in the classroom and be that new technology.

Gaming can fit into the principles of the constructivist/constructionist learning theories in a few ways. Dr. Orey says that “All minds want to be in equilibration, which is the process of achieving balance between differences in external reality and one’s current beliefs and understandings” (Laureate Education, 2009). In this game students take a situation that is in “disequilibration” and need to put it in “equilibration” (Laureate Education, 2009). Letting students try to solve this problem and build a peaceful world is a very new way for learning history. Pitler, Hubbell, Kuhn, & Malenoski (2007) say “Each student takes on the role of a country leader and makes policy decisions about diplomacy, economics, domestic, matters, and military actions to achieve that country’s goals” (p. 213). From this description, I get the idea that these students are building and running their own country. I see this game as the students building relationships with other countries to try to stop a world war. Dr. Orey says that constructivism “Focuses on getting kids to build stuff” (Laureate Education, 2009). In the game, students build a country and relationships with other countries to try to solve the problems of the world. With the combination of learning and students creating something, this game seems to be a great resource for the social studies classroom that correlates with the principles of the constructivist/constructionist learning theories.

Cognitivism in Practice

The cognitive learning theory, according to Dr. Orey, is an "information processing model, which includes the sensory input of information, the short term memory, and the long term memory" (Laureate Education, 2009). I believe to properly use the cognitive learning theory teachers need to present information for all levels of the information processing model. One way to do this is by "integrating multiple senses in presentations to improve learning" (Orey, 2009).

A good lesson to me incorporates many different learning styles. In my 7th grade Social Studies class, I incorporate graphic organizers, technology, and visual aids to help my students learn the material. I start off every lesson of mine with an essential question and short activity to get the students thinking about the material. I like to use short videos from BrainPOP and United Streaming to help me get my students interested because these resources have a lot of great videos on Social Studies topics. Along with watching the video, I have my students fill in a graphic organizer to help them understand what they are watching and what they need to understand. These are some of the ways I run my daily lessons.

One reason I use multimedia to help my students learn is because Pitler, Hubbell, Kuhn, and Malenoski (2007) in their book Using technology with classroom instruction that works say "multimedia is very effective because it helps them both activate prior knowledge and develop mental model to help them understand new information" (p. 82). I feel students learn more about Social Studies when they can see and hear actual events or actual footage of topics. According to Dr. Orey, "Paivio's dual coding hypothesis is stated as information is stored in the brain as images and text" (Laureate Education, 2009), so I figure why not help my students store the information by giving them the appropriate types of lessons.

Behaviorism in Practice

The Behaviorist Theory according to Dr. Orey is based off two things, “Reinforcement of desirable behaviors and punishment of undesirable behaviors” (Laureate Education, 2009). I believe teachers can use technology in many ways to correlate with behaviorism. Teachers can use technology for “Reinforcing Effort” made by the students and to help them with “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Dr. Orey says that “The reinforcement of good behavior is more powerful than the punishment of bad behavior” (Laureate Education, 2009). The reinforcement of effort and good behavior can also be helped by using technology. For instance, at my school I require my students to keep up with their quarter grades, test grades, and benchmark grades on an excel spreadsheet that we print out and put in their notebook. I actually got this idea from a fellow teacher during my first year of teaching. Pitler, Hubbell, Kuhn, & Malenoski (2007) in their book Using Technology with Classroom Instruction that Works say “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (p. 156). Pitler, Hubbell, Kuhn, & Malenoski go on to add effort into their spreadsheets to show students how effort correlates with achievement. This is a great way to show, using technology, how good or bad behavior and effort directly relate to classroom achievement.

Another important aspect of teaching and learning is “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The school I teach at is a Title one school and I have noticed over the years that very little students turn homework in. With the advisement of my superiors, I have taken the path of giving homework for remediation. Dr. Orey considers remediation as “a drill and practice activity” (Laureate Education, 2009). Another problem that I have is only 40 percent of my students have computers at home. This makes it difficult for teachers in low socio economic schools to give homework using technology. One way that I use technology to help my students practice Social Studies skills is by giving them online tutorials. Dr. Orey says “The online tutorial is today’s programmed instruction” (Laureate Education, 2009). I currently use websites like Geo-Net, Study Island, and the state CRCT website. I believe they provide my students with the practice of basic knowledge that they need to succeed in Social Studies.

Dr. Orey said that many people don’t follow behaviorism today, but along with him I believe it is very prevalent in the classroom. Two ways that behaviorism is prevalent in today’s classroom is in “Reinforcing Effort” and “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe the evolution of behaviorism has benefited the teacher of today because of the technology that can be integrated.