Voice Thread

This is my first voice thread about McKenzie High School's Dress Code. Click on the link below to read more about the dress code that we adopted in the fall of 2009. Please feel free to share your thoughts and comments.

MHS VoiceThread

Social Learning Theory and Instructional Strategies

According to Dr. Michael Orey, the social learning theory focuses on the idea that students are actively engaged in constructing meaning through their conversations with others and their interactions with the environment (Laureate Education, Inc., 2009). This week I explored an instructional strategy “Cooperative Learning” that embeds technology. This instructional strategy supports the social learning theory.

Cooperative learning is essentially a strategy teachers use that requires students to “interact with each other in groups in ways to enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). Technology tools can enhance the cooperative learning experience. When I assign a cooperative learning project, most often students will opt to create PowerPoint Presentations using the Internet as a resource. One of my favorite assignments is to have students research five leaders and analyze their leaders’ leadership style and contributions to society. After research is gathered using the Internet, students work together to develop a team presentation. Although PowerPoint is a good technology tool to use for cooperative learning projects, there are many other tools that are not being implemented or not being effectively used in classrooms. Pitler, et al, 2007 asserted, “Technology tools can play a vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face.” Our course text Using Technology with Classroom Instruction that Works discussed WebQuests, Web site creation, shared calendars, social bookmarking, web-enabled multiplayer simulation games, wikis, and blogs as tools that increase the social interactions among students. These tools can be implemented to enhance the cooperative learning experience and reinforce social skills that 21st century students need to be successful in a global world.


Laureate Education, Inc.(Producer).(2009). Program 8. Social learning theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Reflections on Constructivism/Constructionism and Classmates Responses

The learning theories of constructivism and constructionism indicate that students construct their own meaning through building of artifacts. Problem and project based learning helps students increase their cognitive skills. The teacher's role must change and become that of a facilatator for these instructional activities to be effective.

I enjoyed discussing the different ways that I implement problem and project based learning in my classroom. I appreciate the kind comments my classmates gave me in my posts and the questions asked about how I teach concepts about money. I gained some valuable insights and ideas in how to make my lessons better for my students. It is always good to get reinforcment from colleagues. I believe it is important to teach our students the 21st Century Skills of problem solving and collaboration with the intergration of technlogy. Our students learn best when we bring in real world activities to help them make connections to their learning.

Constructivism, Constructionism and Instructional Strategies

Constructivism and Constructionism are learning theories that are being employed in today’s classrooms. There is a slight difference between these two theories. Constructivism is grounded in the idea that students construct their own meaning of knowledge, whereas constructionism builds on constructivism and is grounded in the idea that students are actively engaged in constructing or building an artifact to demonstrate learning (Laureate, Inc., 2009). Project-based and problem-based instructional strategies support these types of learning theories in the classroom. This week I have explored an instructional strategy that involves technology: “Generating and Testing Hypotheses”. This instructional strategy supports the correlation of the constructivist/constructionist learning theories.

In our course text, Using Technology with Classroom Instruction that Works, the authors discuss using technology in “Generating and Testing Hypotheses” in which students “are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubble, Kuhn, & Malenoski, 2007, p. 202). When students use technology to “Generate and Test Hypotheses,” they are involved in a constructivist/constructionist learning environment. Software programs such as Excel or Google Spreadsheets and data collection tools such as the Internet can help students make predictions, collect data, and analyze data when generating or testing hypothesis to answer questions or even to create new questions (Pitler, et al., 2007, p. 204). Furthermore, using Web resources such as games and simulations provide engaged learning opportunities to “allow students to use background knowledge, make decisions, and see the outcome of their hypothesis, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler, et al., 2007, p. 212-214).

As I reflect on the constructivist/constructionist learning theories, I see evidence of these theories applied in my classroom each day. Since I teach computer classes, students are involved in constructing, building, and producing artifacts through project-based learning. Project-based learning encourages students to gain deeper knowledge of the subject through being actively involved and engaged in the learning experience. (Edutopia, 2008). I incorporate many opportunities for students to connect the “real world” into their projects that gives them freedom to be creative and construct their own meaning. Researching a career and creating a PowerPoint, creating a school-wide newsletter, creating personal budgets, and participating in mock job interviews are only a small sample of the projects that my students participate in to demonstrate constructive learning. An example lesson in which I use the instructional strategy "Generate and Hypothesis" is when students create personal budges. They are given a fixed income amount and a fixed amount for some expenses to use in their budget. Students must generate numbers to use for other expenses that are not fixed, and then must anaylze different senarios to predict or test the hypothesis of what their profit or loss will be for the month. Creating a personal budget demonstrates using the constructivism and constructionism learning theories as well as the “Generating and Testing Hypotheses” with the integration of technology.

Edutopia Staff. (2008). Why tech project learning?: Providing Students with a Well-Rounded Classroom Experience. Retrieved March 22, 2010 from http://www.edutopia.org/project-learning-introduction.

Laureate Education, Inc. (Producer). (2009). Program 6. Constructionist and Constructivist Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

My Reflections on Classmates Cognitive Learning Theories Respsonses

This week I explored the cogntive learning theory and different cognitive tools that can be used in the classroom to enhance student learning. One colleague noted that she used alot of cues, but needed to improve on questions. This is an area I see for improvement in my classes also. Two other colleagues asked about what they types of cognitive tools I use in my classroom. I discussed that I have never used a cognitive map, but that I see how they can help students organize and understand relationships. I teach classes geared toward learning Microsoft Word, Excel, PowerPoint, Publisher, and Adobe Indesign. In these classes students create brochures, budgets and many other types of progects that encourage cognitive thinking. I believe my students are learning 21st century skills and I am very fortunate that I do not have to worry about students having to pass a state test in the area that I teach.

Cognitve Learning Theory and Instructional Strategies

The cognitive learning theory focuses on thinking or the mental ability that a student performs when he/she receives information, stores information, and then processes information to be used when involved in a learning activity (Lever-Duffy & McDonald, 2008, p. 16). Each student has a different cognitive preference, and it is the teacher’s responsibility to use instructional strategies to best help students learn. In the DVD program, Cognitive Learning Theories, Dr. Michael Orey discussed the importance of presenting information visually and through audio as well as integrating other senses to improve learning (Laureate, Inc., 2009). “Cues, Questions, and Advanced Organizers” and “Summarizing and Note Taking” are two instructional strategies that I have explored this week from our course text, Using Technology with Classroom Instruction that Works, which can help teachers present information in different ways to improve learning. My insights of how these instructional strategies relate to cognitive learning are discussed in this blog.

“The instructional strategy cues, questions, and advanced organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Technologies such as word processing, spreadsheets, organizing and brainstorming, and multimedia can help students organize and process information. These different tools engage students in different ways to help students focus on concepts. Brochures, tables, charts, rubrics, and videos from United Streaming are examples resulting from technologies to help students activate prior knowledge so they can make new learning connections.

“The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler et al., 2007, p. 119). Software such as Inspiration can be used to help students create concepts maps. A concept map can help scaffold information and help students organize information to facilitate their understanding (Novak & Canãs, 2008, p. 7). Text and graphics that students add to the map will help them organize ideas and make connections to their learning. A software program such as Microsoft Word has a Track Changes feature embedded into it that students can activate to help the summarize text that makes it easier for them to understand. Collaboration tools such as Wikis and blogs allow students a way they can come together to share resources and synthesis information.

When using appropriate instructional strategies as the ones I have mentioned above, teachers can engage students into making connections that further their understanding about a topic. Activating students’ prior knowledge will enhance students’ cognitive abilities. Furthermore, the integration of technology helps to motivate students and helps to support students’ cognitive learning.



Laureate Education, Inc. (Producer). (2009). Program 5. Cognitive learning theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Reflecting on Classmates Comments on Behaviorism and Instructional Strategies

As I reflect on behaviorism and effort in the classroom for this week's learning, I realize that effort is a difficult behavior to reinforce for some students. In the course text, Using Technology with Classroom Instruction that Works, the authors discussed using a spreadsheet with a chart to show students the correlation between effort and achievement. One classmate indicated that she though that this strategy would create high achievers and there would be an emotional response that would make a difference within students. She also indicated that it could depend on grade level taught. Another classmate indicated that her students were not motivated and would not respond to effort. I shared with them that that parental involvement helps motivate some students and that allowing extra time for computer games was a motivator for me to instill effort. In conclusion, each teacher must get to know his/her students to implement a strategy that works to help motivate his/her students in putting forth effort. A strategy that will work for one teacher may not necessarily work for another teacher.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorist Learning Theory and Instructional Strategies

Behaviorism is essentially behavior that results from stimuli in the environment which is reinforced through positive, negative, or neutral rewards (Lever-Duffy & McDonald, 2008, p. 15). This week I explored two instructional strategies that involve technology: "Reinforcing Effort" and "Homework and Practice". I have reflected on how these strategies correlate with the principles of the behaviorist learning theory, and my insights are discussed in this blog.

In the first instructional strategy, “Reinforcing Effort”, technology software can be used to help students see that efforts on their parts can lead to achievement. In the course text, Using Technology with Classroom Instruction that Works, the authors discussed that many students do not understand the link between effort and achievement. Pitler, Hubble, Kuhn, & Malenoski noted, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (2007, p. 155). The authors suggest that having students use a software program, Microsoft Excel, to track their efforts on a project on a weekly basis, and then having students creating a chart would help students see a graphical representation of their efforts toward a project and help them realize that effort leads to achievement. The course text also discussed using online surveys to gather data about a group of students. Once the data is collected, it is shared with a class to show how previous students in classes before them have overcome difficulties and succeeded because of effort that was put forth on their parts.

In the second instructional strategy, “Homework and Practice”, the authors in the course text assert, “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (2007, p. 188). Using technology such as Excel, Word, PowerPoint, and Internet resources allows students different avenues to practice and reinforce skills. These different technologies allow students to not only practice and review, but to apply learning in an engaged way as well as receive feedback for their efforts in the learning process through a visual representation of a final product. Futhermore, when Web resources such as games or tutorials are accessed, students are engaged through the rich multimedia content which provides additional reinforcements for learning. In a game, the program will collect data based upon student responses and will produce a reinforcement, either positive or negative, as its response. A tutorial program will walk the student through a series of steps to teach a concept.

When I reflect upon the correlation between the behaviorist learning theory and instructional strategies that involve technology, it is important to take into account B. F. Skinner’s, early behaviorist, operant conditioning model. The concept of operant conditioning is the idea that responses are conditioned or rewarded based upon a desired behavior (Orey, 2001). Instructional strategies that use technology adhere to the behaviorist theory based upon the operant conditioning view of B. F. Skinner. A student’s response is conditioned through reinforcement provided by technology that takes place over time.


Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on March 10, 2010 from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.