Using Technology To Help Students Generate and Test Hypotheses

"When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). In todays society, we need students to be able to think critically and delve deeper into the concepts. According to Glazer, "many claim that the traditional classroom environment, with its orderly conduct and didactic teaching methods in which the teacher dispenses information, has greatly inhibited students' opportunities to think critically" (Orey, 2001, p. 2). Using problem-based learning allows students to tackle realistic problems, work on communication skills, work collaboratively and use outside resources.

WebQuests that can be found on the internet, are one example of this type of learning method that supports constuctionist theory. Students work in small groups to "solve a problem" of some sort. They are given a task, or problem, and a rubric that needs to be followed while they are going through the process. "WebQuests follow a recommended design structure which includes an introduction, a task, a process for accomplishing the task, web resources, an evaluation rubric, and a conclusion" (Orey, 2001, p. 3). There are Quests for all subjects and grade levels provided and many are quite amazing.

For the process of generating and testing hypothesis specifically, spreadsheets are suggested as a way to allow students to manipulate data quickly to check for results. Often there are so many calculations that need to be done that the hypotheses gets lost along the way. Using technology to speed up the process allow the student to focuss on the goal. There are also wonderful Web resources that allows students to make predictions (hypotheses) and then test out specific pieces of that prediction without having to do the calculations. They "allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 212).

Although time allotted for educators to plan and collaborate together is a premium, thus making it difficult to incorporate this type of learning into the classroom, the outcomes for student learning is wonderful.



References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

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

Cognitive Learning Theories

The Cognitive Learning Theory, according to Dr. Orey follows three stages. New information comes in through the sensory registers, be it via visual, auditory or other senses, and then gets managed in the short term or working memory, and then hopefully, if there are enough connections made, the information gets stored into long term memory. What Dr. Orey continues to tell us is that most brains remember images better than it does text, and therefore, it is vital for educators to teach our students using as many visual images as we can. Our brains use a dual coding of information which allows us to store an image along with a text. Then after enough elaboration, where we make connections to that piece of information, the brain stores for the long haul.

This week, we learned about a variety of technology that would support this dual coding and elaboration inside of the brain. For example, the use of concept mapping can help students to focus on the important information in the midst of a massive amount of facts, or can help them determine what they know versus what they don't. According to Novak and Canas, "every concept map responds to a focus question, and a good focus question can lead to a much richer concept map" (2007, p. 11). Using these concept maps with a quality focus question in tandem with a virtual fieldtrip, according to Dr. Orey, is another way to "create episodes." Any time that we can make the experience feel as though the student is immersed in the experience, we tap into the brain with an episodic memory. Making these kinds of connections will help students to be able to understand, retain, and then recall longer.

The use of power point, spread sheets, pamphlets, and other creative uses with Microsoft office also support this type of learning. Helping students take the information, connect to it in a viable and memorable way, will ensure that the learning will store in the brain better. I cannot wait to try some of these new ideas in my classroom as well.


References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Orey.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.

Behaviorism in the Classroom

According to author Melissa Standridge, "using behaviorist theory in the classroom can be rewarding for both students and teachers" (Orey, 2001). As educators, our role is to create a classroom where appropriate behaviors and skills are learned. Since "students work for things that bring them positive feelings, and for approval from people they admire," (Orey 2001) using behaviorist techniques can be quite powerful. Whether using stimuli to promote certain types of behavior to maintain a classroom environment, or to reinforce certain skills, we know that rewards and consequences can enhance operant conditioning and earn desired results.

In terms of gaining desired results in the area of learning, technology can play a large role. Some believe that the connection that children make with the effort they put into an activity and their success in that activity, is very important. "Research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156). Therefore, they recommend that we use technology such as spreadsheets and rubrics to allow students to keep track of their effort and then match their success with that effort. When the students see the connection, effort is reinforced, and students start taking more responsibility for their actions and their success. Since behaviorist theory relies so much on stimuli to control behavior, having students be able to track their effort and success will give them both internal and external reasons to do better.

Homework and practice is another intregal piece of the behaviorist theory. In order for positive change to occur, one must know what he/she is doing right or wrong. Homework allows for feedback from a teacher, and then the student can do more practice to work on the areas of weakness. Once again, this allows a child to get external stimuli and a chance to see effort pay off. Technology, however, can make this practice and drill a lot more fun. For example, one of the suggestions given by the authors Pitler, Hubbell, Kuhn, and Malenoski, was a website called BrainPOP. This particular site has short movies that a child can watch to revisit a topic and then can take a quiz. The response for the quiz is immediate, so the child knows whether or not they understand the information. It is also done in a non threatening way, so that it is fun. Students are more likely to practice and drill when they are having fun.

Already I have my students use the textbook website, Algebra2.com to take self quizzes and tests to prepare for assessments, and I look forward to learning even more about ways that technology can enhance learning in the classroom.


References:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from htt://projects.coe.uga.edu/epitt/index.php?title=Main_Page on Nov. 11, 2009.

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