Behaviorism and Constructivism are two of the predominant educational theories that form the basis of many of today’s educational technology tools in the secondary classroom.
- Educators can incorporate technology in the classroom to promote stronger work ethic as well as superior homework completion (can impact student academic behavior and promote student success through behaviorist techniques).
-The use of various technologies, such as spreadsheets, word processing software, and interactive web-based practice programs allows students to quickly and easily understand the data being present and effect behavioral change much more quickly than if the student did not have the data presented in different media.
- Using technology to give students individualized and group data about their performance is an example of a stimulus (as described by B.F Skinner) that can provide the desired response of student who is more dedicated during class and more willing to study outside of class.
- Constructivism and technology are working hand-in-hand in the present day. With regards to geometry, constructivism and technology work together to produce a better understanding of the middle school curriculum.
- Students should be able to identify direction, orientation, have a clear perception of object relation. Making logical deductions from the geometric shapes and patterns is the next step in this learning process.
- Constructivism and technology allow for computers to generate both two-dimensional objects and three-dimensional objects on the screen. This enables students to view the screen and move the shapes either to another side, turned around completed, or stretched, turned, or flipped. This gives the students a better perspective of the item which they cannot hold in their hand. They can then develop better understanding of spatial sense.
- The computer-based exploration of coordinates, sequencing of theorems, figures, and modeling allows students to come to conclusions on their own which are supported by the alterations and observations made about the problem or figure or pattern on the computer screen.
- The internet is a breakthrough in technology and has built an endless amount of possibilities for constructivism and technology. Math and science are greatly aided by the ability to view sketches online, make alterations, hypothesis about specific impacts to structure and then test those impacts with a few clicks of the mouse.
1- Behaviourism (Pavlov, Thorndike, Watson & Skinner)
§ The mind is a 'black box'. Thus, the focus is on the end product of learning rather than how learning occurs.
§ A direct link between input (stimulus) and output (response) exists.
§ One manipulates the inputs to produce the desired behaviours. Positive and negative feedback can used to reward, reinforce, or eliminate specified behaviours.
§ Learners learn at their own pace.
v Implications of Behaviourism
- The focus is an observable behavior that can be measured.
- Often aspects of learning thatare difficult to measure, such as changes in attitudes, are the most important components toan education.
- The type of feedback administered affects the learning outcomes.
- Repeated behavior becomes automatic.
- Behaviourism supports self-paced, individualized learning.
- Educators can incorporate technology in the classroom to promote stronger work ethic as well as superior homework completion (can impact student academic behavior and promote student success through behaviorist techniques).
-The use of various technologies, such as spreadsheets, word processing software, and interactive web-based practice programs allows students to quickly and easily understand the data being present and effect behavioral change much more quickly than if the student did not have the data presented in different media.
- Using technology to give students individualized and group data about their performance is an example of a stimulus (as described by B.F Skinner) that can provide the desired response of student who is more dedicated during class and more willing to study outside of class.
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2- Constructivism (Bartlett, Duguid & Vgotsky)
§ We construct our own perspective of the world.
§ Learning is an active process ± the mind alters the information within its own contextual experience based on past experiences, beliefs, and mental structures.
§ New knowledge is built upon previous knowledge.
§ Learning is socially constructed. We learn best when working in groups.
v Implications of Constructivism
- We learn by doing and working in groups.
- We learn by solving problems
- We learn by reflecting on our personal actions and
- Collaborative learning experiences.
- Students should be able to identify direction, orientation, have a clear perception of object relation. Making logical deductions from the geometric shapes and patterns is the next step in this learning process.
- Constructivism and technology allow for computers to generate both two-dimensional objects and three-dimensional objects on the screen. This enables students to view the screen and move the shapes either to another side, turned around completed, or stretched, turned, or flipped. This gives the students a better perspective of the item which they cannot hold in their hand. They can then develop better understanding of spatial sense.
- The computer-based exploration of coordinates, sequencing of theorems, figures, and modeling allows students to come to conclusions on their own which are supported by the alterations and observations made about the problem or figure or pattern on the computer screen.
- The internet is a breakthrough in technology and has built an endless amount of possibilities for constructivism and technology. Math and science are greatly aided by the ability to view sketches online, make alterations, hypothesis about specific impacts to structure and then test those impacts with a few clicks of the mouse.
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