Module 2 - Cognitivism as a Learning Theory

In a blog discussion dating back to 2007, Bill Kerr, spoke of _isms that existed then and are quite prevalent today. I agree with Bill Kerr, when he stated, “It seems to me that each _ism is offering something useful….” (Kerr, 2007). Karl Kapp expanded on the conversation by asking, “What is the best, how do we know what makes sense or what doesn’t?” (Kapp, 2007). As educators we must analyze all theories and assess what is relevant to our teaching philosophy, teaching style, and the needs of our students.  This in part, answers Kapp’s question. Kapp responded to his question by stating that “lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) … procedural and rule-based learning requires … Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism".  By the end of the discussion an agreement was reached, a portion of each _ism was used based on the cognitive load and the form of learning. I am in agreement with both men and conclude that differentiated instruction can, in essence, be linked to what these men stated.

Kaplan, M. (2011, December 14). Guest Blog at Edutopia: Breaking Down Differentiated Instruction [Web log post]. Retrieved from http://edgeeks.com/?p=2337

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Module 1 Blog Post - Learning Theory and Educational Technology

Module 1 Blog Post

Learning Theory and Educational Technology

My beliefs about how people learn best are along the lines of Multiple Intelligence and dexterity of learning styles. We all have our own preferred style of learning but are able to adapt or adjust to the flow of instruction. This of course, is dependent upon one’s own learning philosophy, learning development, emotional development, skill set, support and educational experiences.

The purpose of learning theory in educational technology is to determine what technological resources can be used to foster positive learning performance. Another purpose of learning theory in educational technology is to determine how to effectively use those resources to meet the needs of the learner and create a foundation for instruction. Whereby, positive results are presented from the instruction and the learning of the newly acquired information, based on the technological resources and materials used during the instruction.

People learn best through many facets. Students in grades PreK-3, regardless of their learning style, will learn best through scaffolding of material and resources. Whereas, students in grades 4-12 would also benefit from scaffolding, but would require less scaffolding as their grade level and educational experiences increases. Practice, repetition and questioning are needed in early grades to build foundational skills. With older students and adults, evaluating and analyzing cultivate learning. Additionally,, “… the educational philosophy of the time is reflected in the way… educational technologies are… used” (Semple, 2000) by learners and instructors.

Semple, A. (200). Learning Theories and Their Influences on the Development and use of educational Technologies. Australian Science Teachers’ Journal, 46(3), 21-22, 24-28.