Anikas reflection on how different learning theories can help us acquire a better
understanding of technology integration.
Teaching and learning researches, theories and practice always goes hand in hand. As a teacher I always reflect back on my practice and try to improve on make it more relevant for my students. When it comes to technology integration we always feel like using technological tools is integrating technology. For example: using IWB instead of white boards/ black boards, using ipads, ipods, and computers with students. This in a way is using technology in schools but not exactly integrating technology for student achievement. This happens only when teacher uses technology as a tool thinking learning theories and pedagogical objectives in mind. According to behaviorist learning theory by Skinner (1974), a learner will gradually develop patterns of responses to specific stimuli when such responses are followed by a particular reinforcement. As a behaviorist my role as a teacher is to provide information and student role is to receive information. In this teacher / computer plays traditional role acting like tutor by providing a learning environment. Easy classroom management and reinforcement for expected behavior. As per behaviorists approach the role of teacher is more or less tutoring and technology may be used to deliver instructions, reinforce practice (e.g. how to make power-point/ word doc) and provide feedback. Examples are educational software such as drill and practice, simulations, instructional games and electronic books. Simple mathematics drill games, phonics games etc. General technology activities include: Watching a clip; or watching power-point presentation with little or without participation from receiver. Under the paradigm of cognitivist approach a learners mind is perceived to contain components of short term and long term memories, plus a working memory (Jackie J.F.Hsu, Der Thanq Chen and David, 2000). The assumption is that learning is about how information is received, processed and started in these memory components. As per this theory, considering mind as information processor; teachers need to think about How information is received, organised, stored and retrieved by the mind. Instructions should be organised, sequenced and presented in a manner that is understandable and meaningful to the learner. Cognitivist emphasizes retention and recall through the use of quality teaching practices. Such as; 1. Starting a lesson with a hook to create interest. Using YouTube, Video clip, power point, song etc. to gain attention. 2. Activating prior knowledge by beginning a lesson by review quiz, brain storming. KWL chart, Y chart etc. 3. Chunking information into comprehensible and digestible parts. 4. Using graphic organiser to relate structure and relate content objective are to Understanding, retaining and recalling However the other paradigm of educational schools of thought the constructivist and social constructivist elevate the importance of knowledge construction process. The constructivist paradigm as advocated by Piaget (1981) and Bruner (1990), stresses that whatever gets into the mind has to be constructed by the individual through knowledge and discovery. Social constructivism is similar to constructivism except that how one construct knowledge or meanings are also bound by ones social cultural influence. By using the theory of constructivism the teachers role is no longer as a knowledge or information provider. Rather the teacher is a facilitator and a coach to assist students to model learning using various strategies and to inspire students in playing with ideas and manipulating information they have gathered (Jackie J.F.Hsu, Der Thanq Chen and David, 2000). In integrating technology by using these two learning theories the computer can play a significant role in either being used as a tool or providing access to instructional materials. During the knowledge construction process, students develop various important complex skills such as searching, assessing or integrating relevant information. Using ICT as a communicative tool will enable easy communication between the teacher and the students or among students beyond the physical barrier (either by space, time or both) of the classroom. Communicative tools include e- mail, electronic bulletin boards, chat and electronic white boards. The future use of ICT in schools will be seen as an increasingly common tool for the enhancement of students intellect, communication and collaboration. Children are actively engaged with problem solving or reasoning and higher order thinking, in meaningful context. Creating meaning from experience and find solution by doing. Following this approach student will learn problem solving, higher order thinking skills as well as collaborative work. At the end I would like to add that it is truly depends on teachers understanding to mix various teaching and learning theories with technology integration and usage in the classroom; depends on individual needs, differentiation, and learning styles in her class. Our long term goal is to prepare students as creative individuals, with inbuilt problem solving and collaboration skills as well as giving them attributes to be a life-long learner; as there is a lot more to discover and a lot more to come in coming years.
John Sommers-Flanagan, Rita Sommers-Flanagan - Counseling and Psychotherapy Theories in Context and Practice, With Video Resource Center - Skills, Strategies, and Techniques (2015, Wiley)