Discussion for 3rd Week - pairing Cognitive Learning Theory w/ Technology

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Week 3 Discussion – Scott Tinney

          One of my main objectives in my Computer Technology classroom is to teach my students a concept or process, so they truly understand it, can give an example of it or its use, retain this knowledge, and finally to be able to apply it.  Now, as you know, this is a very ambitious goal and my lesson plans and approach have been revised many times to find the right approach to accomplish this. I believe in setting high expectations, but I can’t expect my students to meet my expectations without a great deal of time spent on set-up and teaching my students how they should approach learning.    

            “Cognitive tools should facilitate the attainment of the learning goals and objectives” (Orey, 2008).  I believe that cognitive learning theory is defined by using multiple and varying approaches to how we present our lesson.  Additionally, I think it is important that students have a repeatable process for learning, one that they have been taught how to use and one that parallels how they “actually” learn.  Having my students know explicitly what is expected of them is crucial for establishing this process.  I think it is a very comfortable feeling to know what to expect and also know that if you follow a certain process you will meet those expectations.  In addition, my students need to have a way to assess their understanding, as it is both a confirmation of what they know and a reassurance that they have learned it.  Finally, my students and I “know” that we have truly learned a concept when they can “teach” someone else the concept and they understand it as well.

          Incorporating various types of technology into my lessons and presentations helps me to use the principles of cognitive learning theory and enhance my students’ experience and interest.  One of my favorite teaching lessons is to assign my students a project called “Teach the Teacher.”  If I am presenting a unit on using Microsoft Excel, I will cover many of the functions of Excel in my presentations of the Excel unit.  When I have finished working with Excel, I will ask the students to explore and try some other functionality using Excel .  Then I assign the “Teach the Teacher” project, where each student will find an Excel function that was not previously used during my Excel unit.  Once they have found a suitable function, they have to become proficient using the function and then prepare to present and teach their function and its abilities to the class and myself.  Each time we do this project, i use various technologies and presentation formats.  For the Excel unit, I had the students create a set of simple, linked web pages using Microsoft FrontPage that I posted for them on our classroom intranet, and had them present their project in front of the class.  The best part of this teaching strategy is that I always learn something new or get a new perspective.  For my students, it enables them to practice some essential skills and they learn much more Excel than they would have in my initial presentation.          

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction, and technology.

Laureate Education, Inc. (Producer). (2010). Program 6a: Transforming the classroom with technology: part 1. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore , MD : Author.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works.Alexandria: ASCD