Learning Theories and Research on Integration of Technology into Education

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Learning Theories and Research on Integration of
Technology into Education

• Rhonda Christensen
• CECS 4100
• Ch. 3 IETT

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Theories Supporting Computer Use in Education

• Behaviorism
• Systems Theory
• Cognitive Theory

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Behaviorism

• Expect any effective instructional activity, such
  as a computer-based tutorial, to change the
  student in some obvious and measurable way
• In education we use behavioral objectives

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Behaviorism

• Thorndikes connectionism theory
• learning is based on a series of associations or
  connections between new situation and previous
  situation
• Provided the impetus to the programmed
  instruction movement

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Behaviorism

• Pavlovs classical conditioning
• Ring bell, feed dog, dog salivates because of
  food
• Ring bell, remove food stimulus, dog salivates
• Over time, the new stimulus (bell) will produce
  the response even if the original stimulus is
  removed

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Behaviorism

• B.F. Skinners operant conditioning
• involves the use of reinforcement to promote
  desirable changes in behavior
• Skinners contributions to educational practice
  and CBI
• stating objectives in terms of desired outcomes
• assessing learner prior to instruction
• recording learners progress for feedback

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Systems Theory

• Events should be studied in relationship to other
  events relationships should be identified and
  their effect measured
• cookbook of procedures for designing
  instruction
• often used to design CBI (Computer Based
  Instruction)

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Cognitive Theory

• Moving from behaviorism to internal processes
  that occur during instruction
• Cognitive Theory concentrates on the
  conceptualization of students learning process
• Influential proponents - Jerome Bruner, Jean
  Piaget, Seymour Papert

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Cognitive Theory

• Believe instruction must be based on a students
  existing state of mental organization, or schema
• Where behaviorists were more outcome based,
  cognitive theorists are more interested in the
  content of instruction

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Cognitive Guidelines for Designing or Evaluating
CBI

• Predisposition to learning
• Structure and form of knowledge (concrete vs.
  abstract)
• Sequencing of instructional material
• Form and pacing of reinforcement must be
  considered
• Discovery learning is an important technique
  (LOGO)

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Learning Theories(differences)

• Cognitive theory provides educators with a
  missing piece of the puzzle - they look at
  learners
• Behaviorists look at outcome
• Systems theorists look at entire entities or
  systems

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Learning Theories(commonalities)

• All approaches advocate feedback
• All are interested in how experiences are
  sequenced
• As research continues, it is likely that many
  theories will include parts of these to design
  effective instruction

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Implications of Theories

• Provides direction to research
• Provides direction to the practice of a profession

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Meta-Analysis and Instructional Computing Research

• Kulik looked at 175 studies
• Computer-based education has had positive effects
  on student learning
• Computer-based education was not uniformly
  successful for all uses or at all levels

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Alternative Interpretation

• Clark reviewed Kuliks studies
• found many of the studies were poorly designed
  and/or students in CBI received enhanced
  instruction
• Computers make no more contribution to learning
  than the truck that delivers groceries to the
  market contributes to improved nutrition in a
  community...

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Who do we believe?

• Computers, like any tool, can be used correctly
  or incorrectly. Teachers should attempt to
  maximize the positive effect computers can have
  and minimize potential negative influences.

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Attitudes Toward Technology

• Attitudes affect behavior
• Positive attitudes toward computers can lead to
  more positive attitudes toward content
• Measurement of teachers and students attitudes
  toward technology

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Major YCCI Findings

• Computer use makes comp. attitudes more positive.
• 3 Years of computer use may increase motivation
  to study.
• No gender differences regarding IT at grade 1.
• Most dispositions become less positive from
  grades 1-3.
• Bilingual Hispanics in Texas have very positive
  dispositions that tend to remain high.

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CAQ Pilot Results

• 588 junior high school students, 1994
• Alternative curricula computer literacy course
  vs. thematic teaming approach
• Teaming group gt computer literacy course group
  on
• Computer Importance
• Computer Enjoyment
• Creative Tendencies
• Females gt males (across groups) on
• Study Habits
• Empathy

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Current Research Findings

• For current research findings relating to teacher
  and student attitudes toward information
  technology, visit the website at
  http//www.iittl.unt.edu