Cognitivism in Practice

Week three’s reading explored the following instructional strategies that embed technology and that relate to cognitive learning theories: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” Highlighted among these strategies is the use of concept mapping tools and multimedia (i.e. virtual field trips).

I currently use a program called Thinking Maps that helps students organize their thoughts into different types of graphic organizers. Our school (K-6) utilizes them so much that students embed them in their personal lives. For example, I caught a girl writing love notes on a bubble map and another kid writing his Christmas wish-list on a tree map! This program has been useful for improving the basics of reading, writing, and mathematics as well as for problem-solving.

However, I think that digital concept mapping tools can further enhance learning in my classroom. For starters, it allows users to integrate pictures, web links, and sounds, which according to Dr. Orey (Laureate Education, Inc., 2009) all support Paivio’s dual coding of information hypothesis that states that information is stored as images and text. Bringing in multiple senses into the learning process improves associations with ideas. Second, the mapping tool such as Cmap allows users to associate ideas using linking words to strengthen relationships among the nodes. Third, the use of an essential question helps focus the concept at hand. I never used an essential question in my thinking maps, but now understand its importance: “…research shows that higher-order questions produce deeper learning than lower-order questions do” (Pitler, et.al., 2007, pg. 78).

The closest I have come to virtual field trips in my curriculum is United Streaming and BrainPop. My students love the video clips from these sites and I notice they spark further inquiry into a subject. For example, we were reading a book about a boy and his adventures with a waterfall. I showed a clip that showed the most magnificent waterfalls around the world and the students wanted to know where these waterfalls came from, so I showed another clip that explained the source of waterfalls. Then students were excited about waterfall sky divers, so….you get the point.

In surfing the web, I came across some good virtual field trips, but found that many of them are not graphic enough; too much small text that is not inviting to the eye. Also there is little animation or video, many times the author just incorporates a picture or two with long text. When I think field trip, I want to see, hear, and feel. Maybe smell will be incorporated into the next wave of technology! The virtual field trip gems that are out there (found a good mission one) support elaboration, a component of cognitive theory that Dr. Orey cites as helping to build numerous connections to stored information. It’s good to have a collection of quality, elaborative multimedia sites in order to deepen understanding and bridge connections to other ideas. I am currently sifting through all sites and collecting them in subject folders on my computer to utilize for my new assignment next year: fourth grade!

Cristina Chico

References

Bridging Learning Theory, Instruction, and Technology 1-13. (2009). Brain research and learning. (Laureate Educational, Inc., CD-ROM, 2009 release).

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