Learning Theory -
Both blogs have the same concept that one ism does not serve all. Students have different learning styles, and it is up to the teacher to decide what type of learner each student is. Therefore, teachers must design instruction to meet the needs of learners. Behaviorism is effective to learning facts; problem solving theories describe how facts and experiences become solutions; constructivism is appropriate particularly when we are working on projects of interest, where creativity and innovation is called for (Kerr, 2007). It is suggested that lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) as does the expectation of outcomes that must be measured. Procedural and rule-based learning requires an emphasis on Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism (Kapp, 2007).
I believe technology has caused the isms to evolve. Computers and the use of different technologies have changed the education system and how we teach our students. With videos, computer applications, and games the isms are more functional.
References:
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/
Tracy,
ReplyDeleteI agree that education should be learner-centered and learner-directed. To this end, we owe it to our students to apply best practices to our process of teaching and learning. Our goals, objectives, and outcomes are framed by standards. Our pedagogy- how we go about achieving these goals, objectives, and outcomes, is greatly influenced by the -ism or combination of -isms to which we personally subscribe as educator professionals.
I also agree that technology has enhanced and allowed these -isms to be relevant to learning in the 21st century. Computer-assisted instruction (CAI) has helped make drill and practice a more engaging, and dare I say effective, learning and teaching tool. The Internet has provided a plethora of resources which the instructor can use to anchor and embed new concepts, and to scaffold learning. Integrating technology in teaching and learning has also enabled project-, and problem-based learning to be used as engaging and effective tools for helping students to construct knowledge.
Finally, we have a relatively new -ism that has been specifically realized as a learning theory that takes into account the process of learning, and as a consequence, teaching with the advent and constantly changing culture of computer-based technology, the Internet, and the flow of information, i.e. connectivism.
Merry blogging snowqueen,
Vida
Tracy,
ReplyDeleteI'm intrigued by your thought that technology has caused the -isms to evolve and allowed the theories to be more functional. I understand CAI and and adaptive tests like NWEA's help reach students at their own level, but do we rely on them too much? Will administrators start to look at fall scores vs. spring scores to evaluate staff members? Do they do that already? This is quite scary for me, as we all know that learning is more than what happens during high stakes testing.