Learning+Theories

Learning Theories Most learning theories were developed long before technology matured to the point where students and teachers had easy access to computers, instructional software, and access to the world wide web of resources. However, we can see how the use of technology in the classroom fits well with some learning theories. For example, John Dewey’s Social Activism Theory describes learning as individual growth that comes about through social experience. (Roblyer p. 39) My “Alcohol and Your Health” health unit of practice allows learning to take place through hands-on collaborative work. Jerome Bruner’s Discovery Learning Theory indicates that children are more likely to understand concepts that they discover. Whether students work in small groups to find the answers to basic questions and concepts, or work on teams to research a topic that goes beyond the textbook, they are constructing their own knowledge, as opposed to being given the answers through direct instruction delivered by the teacher. Examining the fundamentals of the Collectivist approach to learning, one can see how well this technology-based unit fits: Active learning theory comes from “Constructivism” where learning is an active process of knowledge in which learners are active in their own learning. “Educational Technology Innovation and Impact/Why use Technology in Education/Active Learning Theory” [] Constructivist methods rely on visual and experiential learning and allows more flexibility in how students learn and demonstrate competence. The following constructivist related concepts helped guide the development of my unit of practice: Inquiry based projects encourage collaboration and allow alternative ways of learning and showing competence. This unit allows time for exploration to motivate students and help them discover their own interests. Collaborative work allows for classrooms to be more cooperative than competitive. Students begin to view one another as resources and allies instead of adversaries. “Moving Towards Constructivist Classrooms” [|www.usask.ca/education/coursework/802papers/ceyt/ceyt.htm]
 * Lets students show what they have learned in different ways, not just on written tests.
 * Combines teacher-centered direct instruction with student-centered hands-on learning.
 * Knowledge is constructed, not transmitted. Students do activities that help them generate their own knowledge. (Roblyer p. 34)
 * Stress group based, cooperative work
 * Encourages learning through exploration
 * Permits non-traditional assessments, such as projects and presentations
 * Encourages assessment by rubrics
 * Builds social skills
 * Social Activism - Supports opportunities for collaboration
 * Scaffolding - Provides multiple paths for studying the same material
 * Discovery Learning - Unstructured exploration of information and allowing student choice of topic
 * Multiple Intelligences - Multimedia projects allow students to demonstrate learning by doing different roles in the project