The question that Kapp (2007) offers sparks my interest. “What is the best, how do we know what makes sense or what doesn’t?” I suggest that lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) as does the expectation of outcomes that must be measured. I then suggest that procedural and rule-based learning requires an emphasis on Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism"
I agree with Kapp that learning has various levels of learning as well as theory techniques which are implemented. Kerr (2007), discussed the "isms" of education and describes how the education reform system uses an individual theory then after criticism change.
Meeting students where they are, in educational technology, is what Kapp(2007) meant by the levels being varied. Students who lack technical savvy, need more of a behavorist environment. These students need rote practice to become familiar with the vocabulary and basic skills. For example, my students are somewhat on a lower level in reading and therfore have to take reading tests on the computer to bring them above their current level and on to the next. Once the students advance they are able to begin "Cognitivism"type learning with games and critical thinking computer applications.
Overall both Kapp(2007) and Kerr(2007) had valid points which are applicable in today's classroom and beyond. As Tyack and Cuban (1995) discussed how reforms change over time and become reinvented the theories used in classrooms are also a revolving door. It all depends on the type of student and the subject being taught.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Tyack,D. and Cuban,L. (1995). Tinkering with utopia: A century of public school reform. Cambridge,MA. Harvard Press.
I agree with you about students starting at the basic level in technology to learn skills if they haven't had the exposure to the technology. When we discuss differences in social economic background the exposure to technology in the home would make a big difference in today's world. The students who have used a computer since they were 4 or 5 years old already know how to turn it on, type, cut, paste, etc. These students are ready for the critical thinking skills in technology a little sooner than others.
ReplyDeleteRaKinah,
ReplyDeleteI am curious about your students and the types of assessments they take to increase their reading skill levels. I worked with Accelerated Reading for many years and those assessments involve a good bit of cognitive process because of the type of the questions. The students on all levels must use critical thinking skills to be successful in the assessments.
Cynthia
RaKinah,
ReplyDeleteI like that you mentioned the various levels of learning. It is important, I think, to remember that each learning theory is useful in accomplishing a specific goal. Teachers should not adhere to one learning theory over the others, but should apply each theory in a variety of situations and according to their learning objectives.