In this week’s learning resources, we were asked to reflect on the connection between the Cooperative Learning strategies, taken from Using Technology with Classroom Instruction that Works, and the Social Learning theories.
Social learning theorists believe that individuals learn best when they are actively engaged in interactions with others. These interactions are further enhanced when the group works together to construct a product, which builds upon the theories of Constructionism. One of the strategies described in Using Technology with Classroom Instruction that Works is the use of multimedia to develop cooperative learning. With the use of multimedia, such as creating a video, students are expected to work together to construct a final product. The social interactions in which the students engage continue to reflect upon their knowledge of the content matter. This allows students to create meaningful representations of their knowledge, while working in a safe and comfortable environment. “Both multimedia products and cooperative learning groups require attention to detail in the planning process” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). These types of activities are student-centered, allowing them to enhance their collaboration skills as well as content knowledge while they develop an effective final product.
Dr. Orey (2009) indicated that Lev Vygotsky, a social learning theorist, believed the “learner needs a more knowledgeable other” to continue development throughout the learning process. The use of cooperative learning within the classroom allows students who truly grasp the concept to assist others learn the material. In addition to peer and teacher support, we can look to technological resources on the web to find additional guidance with learning. One of the resources I found to be most beneficial in providing a “knowledgeable other” is WebQuest. Although I have not used this in my classroom, I have researched many of the sites and have found numerous activities for students and teachers to use in the classroom. One link in particular is called WebQuest Taskonomy http://webquest.sdsu.edu/taskonomy.html, where students can work together to complete a challenging task while developing critical thinking skills.
Technology enables teachers to develop lessons and activities that reflect the individual ability levels of each student in the classroom. It allows students of varying ability levels to construct meaningful learning activities while building on their communication and collaboration skills. Lev Vygotsky’s “Zone of proximal development” is described as “what the child is able to learn at this time” (Orey, 2009). We are aware of our students’ individual needs; we know that our students learn in different ways and at a different pace. Providing students with the opportunity to use communication software to enhance their learning is essential in effective classrooms today. The use of blogging and instant messaging allows students to communicate at their level, their pace, and potentially with individuals from all around the world. The opportunities for communication are endless with the technological resources that continue to develop.
Resources
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Social Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Hi Shannon,
ReplyDeleteYou mentioned that social theorists believe that students need the More Knowledgeable Others (MKO) to continuous develop on their understanding of things around them. I agree with it completely.
Before students go to school, their MKO are their parents; in school, their MKO are their teachers. Now that social learning theory suggests that their peers working in groups all act as their MKO. I could then extend this into thinking that the Internet now can be everyone's MKO. It's even faster and more convenient to acquire whenever the students need.
I thus believe that the concept of MKO is exactly what creates the basis of 'social' learning theory. In that it suggests that we, as social being, learns best in a groups. However that doesn't mean students working alone cannot learn. It's just that the social learning theory suggests that while putting students in groups, in social setting tend to achieve more positive learning outcomes. What do you think?
Sarah
Web 2.0 can be a powerful tool in becoming the knowledgeable other. Being that their are so many diverse, educated, knowledgeable people in the world-there is vast knowledge at our finger tips. The same concept applies in the classroom. Each student brings something different to the room-culture, background knowledge, etc. which allow learning through collaborating to be very effective in acquiring the skills/content for success.
ReplyDeleteSocial learning theory advocates must love the web. And more the web evolves, the more their beliefs must be justified.
ReplyDeleteYou are correct, the web has enabled vast social networking opportunities for our students. I use webquests in my classroom and the students get a lot out of it. They work on content and bounce ideas off of each other. It's cool when you see them think critically and work through a problem.
Winner
Sarah,
ReplyDeleteI agree that the internet can definitely be considered everyone's MKO. I jump at every opportunity to look something up on the internet. Even if I am pretty sure I know what it means, I still like to double check. It is a great, accessible resource that can be used anywhere, anytime. Focusing on the social learning theory, I definitely think that working in groups helps students to acheive at higher levels. Not only is there the constant interaction with one another, there is also a sense of motivation to acheive more. I personally enjoy group projects so that everyone can bounce ideas off one another, providing a higher level of learning.
Thanks,
Shannon
Rebekah and Rob,
ReplyDeleteThere are endless possibilities with the web in our professional lives as well as personal lives. There is so much information literally at our fingertips to learn from and share with others. This is so beneficial in a classroom setting, as we are able to incorporate student-centered learning that is fun and engaging! Not only are students learning vast amounts of information, they are having fun while they are doing it. They are building connections and communicating their thoughts and ideas with one another in a safe and positive environment. I really appreciate your responses.
Thank you,
Shannon
Shannon,
ReplyDeleteOur students have probably been exposed and used so much more technology than we have the ability to address in the classroom. I do believe as you said that communication software programs are an important tool to encourage in our classrooms because it is something that is meaningful to them.
When communicating our students also have the ability to communicate with others from all over the world. This enriches their learning and knowledge about different views and cultures further expanding their education. With technology and connectivism students are empowered with the ability to become both teacher and student when creating and exploring these social networks.
Thanks,
Lynda
Lynda,
ReplyDeleteI agree that many students are more well developed in their technical sense than I could even imagine. All of the things we are learning in our courses probably is second nature to them. For our students, it is so important for them to be able to communicate world-wide, as they can learn so much more about what is going on in the different parts of the world. Thank you for responding to my post and for showing a great connection with our course resources.
Thanks,
Shannon
Shannon,
ReplyDeleteI liked the link that you provided for the webquest on Taxonomy. It is critical with younger students to teach them how to appropriately work in a group setting. With my 5th graders it is something that we need to revisit throughout the year.
Technology does give educators a lot of resources to meet each individual learner in their "zone of proximal development". It also provides us with many different avenues to capture the interests of our students than a text book would. Motivated students learn a lot better than those who are bored with the material.