Social learning theories emphasize the most meaningful learning
takes place in social activities (Orey, 2001).
In the resources this week build off of the constructionist theories
from last week. Students’ best learning
comes from creating external artifacts.
The social aspects of these cooperative learning theories stress the importance
of creating an artifact with others (Laureate Education Inc., 2011).
The use of technology as a teaching tool in a cooperative learning
environment can implemented in two ways.
Students can use technology to communicate with each other or create an
artifact collaboratively. Social
networking site can be used to frequently communicate with students as teachers
and also gives students the ability to converse with each other. My district use School Fusion for classroom
websites. As a specialist teacher I am overwhelmed
by having to maintain 18 art class sites. If I were a classroom teacher I could
see myself using this site for more than just newsletters. It has the ability for discussion posts,
messaging centers, and link sharing.
Cooperative learning can increase a students’ motivation for
understanding because of the kinship formed in groups and the obligation to
each other (Pitler, Hubbell, & Kunh, 2012). Students can create blogs, multimedia presentations
such as PowerPoint or Prezi, and wikis collaboratively. Students always benefit
from feedback especially from their peers. This week I explored Voice Thread. This site allows for different media to be
presented by multiple users and the option for comments. Here is the one I created this week.
We are preparing our students for jobs that are yet to exist. By allowing them the opportunities for
well-designed intentional social interactions with others (Pitler, Hubbell,
& Kuhn, 2012).
Resources
Laureate Education, Inc. (Producer). (2011). Program eight:
Social learning theories [Video webcast]. Bridging learning theory,
instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M. (Ed.). (2001). Emerging perspectives on learning,
teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using
technology with classroom instruction that works (2nd ed.). Alexandria,
VA: ASCD.
Miss R,
ReplyDeleteI agree with you and I also believe that cooperative learning can increase a student's motivation for understanding because of the camaraderie or kinship that is being formed in groups. They are also learning how to be responsible for their own learning and at the same time, being responsible for the other members of the group.
Technology is definitely one of the tools that teachers can use in the classroom. I am very happy that I stumble upon the Edmodo website last month! It helped me to create my classes and students were able to use their learning about Digital Citizenship. They are being responsible with their words and thinking of others before they post in the group. They are starting to discuss the homework I gave them and they are starting to communicate with me about their homework or about our ICT lessons. They usually post on my Google+ profile because they know they can contact me anytime. But I am happy that they are starting to realise that they need to get serious with ICT just like they are being serious with their other classes. Before, they do not think that ICT is that important. They are now fully engaged in every lesson and it was amazing to not here questions such as "Ms. Alpha, can we have free time? Can we play a game?" They now understand that technology is a tool for learning and that they need to learn the technology skills to be able to be ready and prepared for jobs that does not exist today that they might be applying for in the future.
Alpha
Miss R.,
ReplyDeleteI enjoyed your post. I totally agree with you when you stated that "Students’ best learning comes from creating external artifacts." This is so true. Even in my classroom it is evident. Every year in my French 1 classes, students are placed into groups where they have to work together and create a skit. In order for them to do that, they have to be able to work together to reach a common goal 'the skit'. By working on the skit, students are in the process of creating an external artifact which is the best way that students' learn. Although I do not like giving students group work, because someone always complains about another group member not pulling their weight, I always do the skit because I can see the students blossom by speaking the little French that they had learned and using their imagination, everyone is able to enjoy the skit. Basically assigning group work is very beneficial to the students' learning as long as they are creating an external artifact.
Vanessa
Vanessa,
DeleteIn this week's resources, Dr Orey suggested that group projects should hold the members accountable for the outcome. He explained a situation where the students received individual grades for a collaborative project as well as a group one. There was also a bonus if everyone in the group did well on the assessment. Maybe you could try this with your French 1 classes?
Thanks for the reinforcement!