Cooperative Learning Strategy and Social Learning Theory

143
14 years
by in Walden University Assignments

Walden University – Course 6711: Week 5 Application 

Social learning theory is a theory that suggests learning is constructed through interactions with people or the environment. The cooperative learning strategy follows this theory because it’s objective is to put students in small groups and have them work together to construct meaning from new information (Hubble, Kuhn & Malenoski, 2007).  

There are three types of groups that can be formed under this strategy; informal, formal and base groups (Hubble, Kuhn & Malenoski, 2007). Informal groups are usually small 2-3 person groups created on the spur of the moment in order to quickly discuss (no more than a few minutes) and come up with an opinion or to make a decision on an idea or concept. Formal groups are formed for short-term periods; typically during a specified assignment. This group encourages positive social interactions, solicits contributions from every member of the group, and requires a more detailed product or elaborate resolution. Base groups are generally assembled as a means for long-term support throughout a school semester or year. This type of group promotes positive relationship building while providing a “buddy-system” to help check class work and complete daily tasks.

Technology acts a valuable tool to help facilitate group activities, organize tasks for and information obtained in groups, and foster communication among group members and/or other groups. One example that demonstrates technology as a facilitation and communication tool, as described in Using Technology in Classroom Instruction that Works, is web-enabled multiplayer simulation games (Hubble, Kuhn & Malenoski, 2007). Students play this type of game over the Internet with their peers; reinforcing peer-to-peer interaction. Teachers can choose games that simulate environments, situations and/or challenges related to content being covered for supplemental learning. While students are playing the game, they are propelled to communicate and actively process information in order to overcome challenges and meet objectives.

The cooperative learning strategy as a player in the social learning theory is an effective classroom resource that, when used in conjunction with technology, will resolutely engage students and enrich their learning!

 

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Constructivism in Practice

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14 years
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Walden University – Course 6711: Week 4 Application

Dr. Orey defines constructivism as what we already know or have brought meaning to, while constructionism is building on what we know to learn new things (Laureate Education, Inc., 2009).

The strategy of generating and testing a hypothesis correlates to both the constructivism and constructionism theories. To begin, students must ask questions and then problem solve to come up with a feasible hypothesis to answer the question. Both of these steps are based on constructivism; students form a question and develop an answer based on what they already know. Next, they must investigate (research, make observations and analyze data), and finally make an informed decision on the findings and communicate those results. These steps relate to constructionism because each of them allows students to create new meaning so that they might assimilate or accommodate their understanding and knowledge based on the results they found.

Using both theories allows students to make connections with what they know and what they learn by helping them develop new connections and understandings. This strategy allows teachers to act as a facilitator and technology to act as an efficient tool, while the learning experience is student-centered and hands-on.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Constructionist and constructivist. Baltimore: Author.

Instructional Strategies for Cognitive Learning Theory

3
14 years
by in Walden University Assignments

Walden University – Course 6711: Week 3 Application

Dr. Orey discusses cognitive learning theory and states that, “it’s not that you forget it [information]; [but instead] you forget how to get to it” (Laureate Education, Inc., 2009). Cognitive learning theory addresses the need for making connections with information in order to recall it later. Dr. Orey’s observation prompts the questions; how do we get kids to learn information for the long-term?

There are various instructional strategies that can help with this. Cues (picture, gesture or verbal) can be used as quick triggers to help students recall information. Questions can be used to direct students; helping them find the answer on their own with minimal teacher guidance. Advanced Organizers allow students to put their thoughts on paper and visually map out what they know about a topic or concept. Summarizing forces students to process new information and show their understanding by putting into their own words the information or concept being taught. Note Taking is a “drill and practice” technique that reinforces what is being said or read, by having students physically write important bits of information to help them recall the information later.

These strategies correlate to the cognitive learning theory in that it gives learners ways to make connections with what is being taught so that they can recall it at a later date. The more of the strategies utilized during student learning, the higher the chances are students will retain the information; storing it into their long-term memory.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning theories. Baltimore: Author.

Behaviorist Theory as it Relates to Effort and Practice

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14 years
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Walden University – Course 6711: Week 2 Application

Reinforcing effort as an instructional strategy relates to the behaviorist learning theory in that it reinforces desirable behavior, lessening undesirable behavior through self-tracking of progress.

Effort means to genuinely try to achieve success. If students believe trying will lead to success, they will continue to put forth the effort. However, students often compare their achievement to the achievements of others; which breeds unrealistic goals. By having students collect data regarding their own knowledge and abilities, then track their progress, students are able to recognize and value their efforts and how it affects their learning.

In my Computer Technology class, I had students keep an electronic spreadsheet to chart their words-per-minute (wpm) progress throughout the semester. I thought of this after observing some of my students in the first semester class being hard on themselves for not typing as fast as some of their peers. The results showed all of my students had a significant increase in their typing speed whether they started at twelve wpm or thirty wpm. My students were able to put value in their own efforts and successes; challenging themselves, instead of focusing on their peers’ successes.

Homework and practice relates to the behaviorist learning theory in that it provides “multiple exposure to material [to] help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell,Kuhn, and Malenoski, 2007). The most fundamental strategy for learning a new concept or skill is through repetition and practice. Reinforcing the behavior of doing homework and practicing concepts and/or skills assists students in the comprehension of new material.

Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Problem Running Games in Game Maker?

2
14 years
by in Troubleshooting

#1: Check your Graphics Card and System Memory

Check that your graphics card meets the required specifications to run the software. PC’s must be running Windows 2000, XP, Vista, 7, or later. A graphics card with at least 32MB of memory is required for most created games. When designing and testing games, the memory requirements must be at least 128 MB and preferably more, depending on the operating system.

#2: Check for DirectX and its settings

Your graphics card must be DirectX 8 (or later) compatible graphics and sound card. Make sure you have the most recent drivers installed. Game Maker requires DirectX version 8.0 or later to be installed on your computer which can be downloaded at: http://www.microsoft.com/windows/directx/.

To check the DirectX settings, you must open the DirectX Diagnostic Tool:

1. Choose the START menu
2. Select RUN…
3. Type “dxdiag”
4. Click OK
5. Choose the DISPLAY tab
6. Under DirectX Features, click ENABLE on DirectDraw, Direct3D, and AGP Texture Accelleration
7. You can click TEST DIRECTDRAW to make sure DirectX is now active on your computer
8. Click EXIT

#3: Registry modification if running Active Directory

If your School District uses Active Directory software it will block Game Maker from running games. To fix the problem, you have to modify the registry. Please note: making adjustments to the registry can cause problems with your computer. Only make adjustments if you feel comfortable doing so.

1. Choose the START menu
2. Select RUN…
3. Type “regedit”
4. Click OK
5. From the left column, choose HKEY_LOCAL_MACHINE
6. Choose SYSTEM
7. Choose CURRENTCONTROLSET
8. Choose CONTROL
9. Choose GRAPHICSDRIVERS
10. Choose DCI
11. From the right column, double-click TIMEOUT
12. Type “7” in the Value Data field
13. Select DECIMAL under the Base section
14. Press OK
15. Close out the Registry Editor

Getting New Middle School Technology Classes Approved

1
14 years
by in Course Development

Over the Summer, I moved to a new school district in south Texas where I took a job as a Campus Technologist. Shortly after my arrival, I learned that the District had started the process of updating their Strategic Plan, which could effect classes at the various grade levels. I jumped at the chance to propose new technology courses for the middle school to aid students in becoming technology proficient/literate, prepare them for the eighth grade technology proficiency test required by TEA, and introduce them to and assist them in gaining skills used with various technology careers.

  1. First, I had to work with the Information Technology department to test the amount of data received and sent through our network using the needed software, as well as, its compatibility with our systems.
  2. Once this was tested and approved, I had to research information, so I contacted key players in the District to find out the various high school courses and career paths currently available to students, and the District’s vision for the next school year.
  3. Next, I worked to vertically align the proposed technology middle school courses with the current high school career clusters to show support for district goals.
  4. I then prepared a proposal to include the new technology courses that would be standardized across the District’s five middles schools, and show how they vertically aligned with the high school’s technology career clusters.
  5. At this point, I submitted my idea through the chain of command…the Career and Technology Coordinator, Instructional Technology Director, Executive Director of Technology, Executive Director of Curriculum and Instruction, and the School Board.

The proposal was approved and the following three courses were adopted; Web Design, Broadcast Media, and Interactive Media (Game Development). The District, to date, has invested approximately $51,000 to purchase five site licenses of the industry standard software, Adobe Design Premium CS4, and the popular drag-and-drop game development software, Game Maker 8 Pro. This amount does NOT include additional funds allocated to purchase basic technology equipment for these classes and any possible textbooks or resources that would be used. It is, however, important to note that when you purchase a site license of Adobe software you are given access to video tutorials and lessons online that students can use for class assignments.

Web 2.0 Reflection

0
14 years
by in Walden University Assignments

Walden University – Course 6710: Week 8 Application

The Walden University course, “Understanding the Impact of Technology on Education, Work, and Society,” has helped me to expand my knowledge of Web 2.0 applications. I have used many Web 2.0 tools, like Moodle, Skype, Twitter, Yahoo Mail, Wikispaces, Weebly, Bibme, RealWorld Icon Maker, YouTube, TeacherTube, etc. Although I have had the desire, I have never found the time to create a podcast and RSS feed, or set up my own WordPress wiki. My school has adopted WordPress this year, and I had not had a chance to explore its features. In addition, I am setting up a broadcast media class with the intention of having students create podcasts, yet I had not found the opportunity to sit down to put a podcast together and set it up for an RSS feed. Now that I have experienced editing audio in audacity, setting up a “channel” for my RSS feed, and placing an audio/video player in a wiki or website, I feel confident in creating unique lessons that will engage students and promote learning.

One of the assignments in this course was to look up other blog sites related to technology education. With these resources and connections, I am able to communicate and collaborate with other professionals to learn new and up-coming technology trends to try out with my teachers and students. In addition, I have become a member of ISTE and TCEA, and am planning to volunteer for committees and submit presentation requests regarding engaging 21st century students. By getting involved with these organizations, and possibly others, I can stay on top of future technology in order to bring new ideas to my district.

A long-term goal of mine is to find a secure online file storage tool that students can use to upload their assignments to whether they are at school or at home. I want students to experience data transfer, network accessibility, file storage and organization using the Internet. Another goal is to make my middle school teachers aware of, and train them on, Adobe Acrobat Pro so that they can implement it in their classes. This program allows students to easily create interactive portfolios of their work that can be posted online. Currently, many companies in the industry are looking up potential employees’ digital DNA online, and/or are requiring electronic portfolios be submitted for job consideration. Teaching students now about this technology will give them a jump start in mastering these skills, and may also help them understand the impact digital DNA, as well as, the importance of being good online citizens has on their lives.

Podcast: Technology Access and Availability to Students

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14 years
by in Walden University Assignments

Walden University – Course 6710: Week 5 Application

The Partnership for 21st Century Skills

0
14 years
by in Walden University Assignments

Walden University – Course 6710: Week 4 Application, Part I

My initial reaction to this website was very positive. I am a strong advocate for technology and meeting the needs of 21st century learners, and I feel more emphasis on technology needs to be addressed in our school system.

  • What information on the site surprised you?
  • Did you disagree with anything on the site? Explain.

There was nothing “shocking” from the pages I browsed so far. However, what I have seen has made me change my initial reaction to the site. I am very skeptical of the term “global awareness” and of the idea of having too much government involvement in education. Currently, their has been  a lot of controversy over various text books and what should and should not be included, and although I believe students should be more aware of what is going on in the world, I do not believe American history should be diluted to accomplish this.

  • What are the implications for your students, and for you as a contemporary educator?

Pushing for more focus on technology, the 3 Rs, and 4 Cs is a great plan. However, it will mean a lot more work for everyone in the field of education; training staff, continual professional development and assessments of staff, a push for core teachers to integrate technology into their lesson plans, finding funding to make technology more accessible to all students, etc.

Got Gaming Statistics?

3
14 years
by in Research

“Got Game” by Beck & Wade, 2004

Statistic Tidbits

  • The gaming generation makes up 90 million individuals from the United States alone.
  • Approximately 56 million of these individuals are already saturating the workforce, from employees to upper management positions.
  • About 12% are said to be managers already.
  • In 2003, around 92% of kids age 2 through 17 in the United States access games on a daily basis.
  • Of this 92%, only 80% are know to have home computers or some form of Internet access.
  • 5 out of every 10 Americans play video games.
  • 39% of these gamers are women.

About the Authors: http://www.nslg.net/gotgamebook/authors.html

Links to Their Work:
http://hbr.org/products/9497/9497p4.pdf
http://hbr.org/search/John%20C.%20Beck/

Resources:

Beck, J. & Wade, M. (2004). Got game: How the gamer generation is reshaping business forever. Harvard Business School Press. Boston, MA.

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