LEARNING THEORIES FOR TECHNOLOGY INTEGRATION OBJECTIVISM Also known

LEARNING THEORIES FOR TECHNOLOGY INTEGRATION

OBJECTIVISM Also known as DIRECTED INSTRUCTION WHAT ARE THE LEARNING THEORIES FOR TECHNOLOGY INTEGRATION? Learning Theories associated with OBJECTIVISM Behaviorist Theory by B. F. Skinner Gagne’s Theory of Instruction Information-Processing Theory by Atkinson and Shiffrin System Theory and Systematic Instructional Design

CONSTRUCTIVISM Also known as INQUIRYBASED LEARNING WHAT ARE THE LEARNING THEORIES FOR TECHNOLOGY FOR THEORIES INTEGRATION? TECHNOLOGY INTEGRATION? Learning Theories associated with CONSTRUCTIVISM Social Activism Theory by J. Dewey Scaffolding Theory by L. Vygotsky Child Development Theory by J. Piaget Discovery Learning by J. Bruner Multiple Intelligence by H. Gardner

DIFFERENTIATE OBJECTIVISM FROM CONSTRUCTIVISM. Learning is transmitted knowledge. Learning has to be teacher directed. Instruction should be directed, systematic and structured. Students should all pass the same test and standardization means accountability. A few technology applications, such as drill and practice and tutorials, are associated with directed instructions. Knowledge is constructed, not transmitted. Instruction is student centered. Students do activities that help them generate their own knowledge. Students show what they have learned in different ways, not just on written test. Some technology applications, such as web-based learning and multimedia production, are associated with inquiry-based learning.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH OBJECTIVISM ? Learning happens inside the mind and it can not be seen directly. Learning can only be inferred by observing behaviors. Learning can be understood, explained, predicted entirely on the basis of observable events, namely, the behavior of the learner along with its environment antecedents and consequence. Learning is based on the notion of operant conditioning. Behaviors that are rewarded tend to be exhibited more often than those that are not. Positive and negative reinforcements increase desired behaviors with rewards. Punishment decreases undesirable behaviors with aversive stimuli

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH OBJECTIVISM ? Gaining Attention The Nine Events of Instruction Informing the learner of the objective Presenting the stimulus material Providing feedbacks about performance correctness Stimulating recall of prerequisite learning Providing learning guidance Assessing the performance Eliciting the performance Enhancing retention and transfer

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH OBJECTIVISM ? Learning is encoding information into human memory. The mind is compared to a computer in which the mind, like a computer, stores information. The mind has three stores. The sensory registers receive information a person senses through receptors. After few seconds, the information is lost or is transferred to the shortterm memory. The short-term memory holds the information for few seconds. If the information is not processed then it is lost. Otherwise, it will be transferred to the long-term memory. The long-term memory will hold the processed information indefinitely.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH OBJECTIVISM ? The theory was a collaborative work of Robert Gagne and Leslie Briggs. Gagne and Briggs believed that learning is most efficient if it is supported by a carefully designed system of instruction. Gagne promoted the instructional task analysis while Briggs offered systematic methods of designing training programs. When these two areas of expertise were combined, it resulted to what is called the system approach to instructional design or systematic instructional design.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH CONSTRUCTIVISM ? The curriculum of the school should consider the interests of the students and should be taught as integrated topics, rather than as isolated skills. The ultimate aim of education is to help individuals understand their culture and should develop their relationship to and unique roles in the society. Learning is individual growth that comes about through social experiences. Students should be engaged in activities connected to real-world issues and problems.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH CONSTRUCTIVISM ? Adults (experts) learn differently from children Learning is (novices). The difference in the learning ability between the cognitive development adults and the children is called the Zone of Proximal shaped by Development. Adults should teach the children in a individual differences and scaffolding manner. Teaching should be done in such a way the influence of that the instruction is aligned to where the child is, in his or her culture. development stage and help him or her build experiences from that stage.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH CONSTRUCTIVISM ? Learning is cognitive growth through neurological and social maturation. Children undergo stages of cognitive development. These stages are sensorimotor (birth – 2 years), preoperational (2 – 7 years), concrete operational (7 – 11 years) and formal operations (12 - 15 years). Children develop through these stages by their interaction with their environment. Children experience disequilibrium when they encounter unknowns in their environment, respond with assimilation to fit something into their views or accommodation if they want to change their views of something.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH CONSTRUCTIVISM ? Learning is cognitive growth through interaction with the environment. Children remember things better if they discovered these things by themselves. Teachers believed that discovery learning would happen only if a structured type of learning was given first to the learners.

DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH CONSTRUCTIVISM ? Learning is shaped by innate intelligence. There at least eight independent types of intelligence. These are linguistic, musical, logical-mathematical, spatial, bodily, intrapersonal, interpersonal and naturalist intelligence.

WHEN CAN OBJECTIVISM OR DIRECTED INSTRUCTION BE USED IN TECHNOLOGY INTEGRATION? Choose objectivism or directed instruction when: Skills and content to be learned are clearly defined, concrete, and unambiguous, and a specific behavioral response can indicate learning. Students need individual tutoring/prac tice to learn and demonstrate prerequisite skills. Students need to acquire skills as quickly and efficiently as possible.

WHEN CAN CONSTRUCTIVISM OR INQUIRY-BASED LEARNING BE USED IN TECHNOLOGY INTEGRATION? Concepts to be learned are abstract and complex; teachers feel that hands-on activities are essential to help students see how concepts apply to real-world problems and issues Choose constructivism or inquirybased learning when: Teachers want to encourage collaboration and/or allow alternative ways of learning and showing competence. There is time to allow unstructured exploration to motivate students and help them discover their own interest.

Prepared by: Lim, Sydney Joy Berbal, Leah Cristianie Sarda, Mary Joy De Juan, Fritz