Cognitive learning theory is based on how we process and retain information. According to information in this week’s resources, technology should be used as an extension of our brain rather than as a tutor. We should be using technology in education as a tool to allow students to venture to a deeper meaning with their learning.
One example of this was when the 7th grade teacher used a spreadsheet program to teach her students about population growth. The students created a spreadsheet and then, using formulas, calculated the percentage of growth in each of the 50 states. The reason that this qualifies as a cognitive learning tool is that the students can use a technology tool to perform the tedious task of calculating the percentages for them, thereby freeing up their thought processes to determine why the population in some areas is increasing or decreasing. The technology allows them to ask and answer deeper questions without having to focus just on the math calculations.
I really enjoyed the virtual field trip in which the students visited Ford’s theater and discussed the details of Lincoln’s assassination. In this case, students are using technology to actually see something that they could not otherwise experience. By viewing the actual theater where Lincoln was killed not only engages students, it also allows them to connect in their minds the real images of the chair Lincoln was sitting in with other facts surrounding the assassination. Students can see the dagger that booth had and the spurs that he wore that got caught on the flag when he jumped from the stage. The visual images are powerful ways of connecting the circumstances and events of the assassination with other facts about Lincoln. The more ways that a student can make these connections, the more likely they will be able to recall the information when they need it.
In both of these examples technology is being used as an extension or tool of the student. The spreadsheet allows the students to think more deeply about the causes of population increase or decrease, rather than dwelling on the math calculations. The virtual field trip provides students the opportunity to experience something they could not otherwise do. Both are good examples of using technology to support cognitive learning theory.
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Christopher, I agree that these types of activities cement the learning that occurs for children. I too was impressed with the virtual tour of Ford's Theater and looked forward to finding a great fieldtrip online for my class. I was a bit dissapointed in what I found available. I guess that it would be difficult to make virtual tours of mathematical topics, but maybe I need to dig deeper. At the same time, I am inspired to do so, and will spend some time this weekend looking, or putting together my own. Do you have any ideas for sites that I could use for high school math "trips?"
ReplyDeleteChristopher-
ReplyDeleteI couldn't agree more about using technology as an "extension of the brain rather than as a tutor". I have come across many teachers that disagree with using technology in the classroom simply because they only think to use technology as a tutor, which would in the end replace teachers. By using technology in ways such as you suggested, students are able to focus on the key elements of a lesson, which in turn helps them to remember and recall important information. Have you used any virtual field trips with your students?
Virtual field trips sound like a great tool for helping to create experiences for students. The more experiences they have with new information, the more connections are created in the brain. Information can be accessed more easily later if there are many strong connections within the brain. I was a little disappointed with the virtual field trip to Ford's Theater that was presented in the video. I thought that the students would have enjoyed exploring the theater more if they could have experienced navigating through it on their own. They could have visited the site on individual computers or used an interactive white board to allow the students to do all of the navigating. If I use a virtual field trip in my classroom, I will have my students use laptops and work in pairs or small groups so that all students can interact with the site.
ReplyDeleteKim:
ReplyDeleteI was disappointed also in searching for virtual field trips. Some of the ones I wanted to use had links that no longer worked, and others just weren't very engaging. Unfortunately I don't really know of any good math sites for virtual field trips. Perhaps the best thing to do would be to think about how some of your math concepts relate to something in the "real world" and then see if you can find a virtual field trip about that real world place.
Erin:
ReplyDeleteI have not really used virtual field trips very much. I think it can be sort of hit and miss if there is a good one available that fits with what you are teaching. I have done simulations that are very effective using Gizmos. You might want to try some of them out with the 30 day trial. There are great math and science simulations.
http://www.explorelearning.com/
Corinne:
ReplyDeleteI agree with you that when the students is able to do their own exploring the virtual field trip is much more engaging. Each student is interested in some different aspect of where Lincoln was shot and they should be allowed to do their own exploring. In some cases it may not be feasible for everyone if they don't have enough computers available.
Christopher, Thanks for the feedback. That is exactly what I did do! I decided what I wanted to have my students look for, and then used my concept map as a sort of "guide." As time goes on, my guess is that these virtual sites will get better. At least I hope so.
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