Can technology be effectively used as a teaching tool without knowing the benefits of its use in the learning process? On Friday, February 23, 2012 Dr. Sarah Hug joined the Teaching with Technology seminar to answer just that question. As a research associate at ATLAS and a learning scientist specializing in mixed methods research and evaluation in technology fields, Dr. Hug offered valuable insight into the world of technology and learning. Dr. Hug began the seminar by discussing with participants “what learning looks like.” Dr. Hug noted that “… this may feel a little like backing up from our goal… but it may be helpful to take a step back and look at what you hope students can say and do after they are in class … to get a sense of what technology can help do…”. She explained that understanding theories of learning can help build a framework for efficiently incorporating technology into a learning environment. Dr. Hug continued by saying “We might ask ourselves: ‘Am I using this tool because it is a cool new software package or because I think my students will be more engaged, or because I think they will learn better?’ Considering learning theory can help us form those hypotheses about learning inside and outside of the classroom.”
A good learning theory, according to Hug, is broken into three parts: the concepts of direction of movement (where is the student going and where did the student start), of where knowledge exists (is learning just in one’s head, or is learning also in notes, computers, etc.), and of how learning happens (is it through memorization, hands on activity, etc.), all of which she cited from Popper and Lave. When considering which type of technology to use in a classroom, having a foundation in learning theory can help an instructor most efficiently implement technology resources to optimize student learning and engagement. Here are a few learning theories to consider when determining technology use in your classroom, as outlined by Dr. Hug:
Behavioral/Empirical Learning Theory:
This group of theories focuses on rewarding external behaviors that are evidence of internal learning (of concepts or skills) in order to cause the desired behavior to become habit. Instructors often need to involve incentives for the learner to respond appropriately. It focuses heavily on empirically observable aspects of learning. An example of applying this theory is through the use of a reward system in which positive actions are clearly reinforced. This theory largely takes the environment into consideration when learning is being evaluated and follows an operant conditioning model.
Cognitivism:
This theory focuses on an individual learner building new knowledge on a scaffold of prerequisite knowledge by taking advantage of how the brain actually processes information. Instructors do not need to provide learning incentives with this type of learning model. An ideal activity to incorporate this theory is one in which new ideas are slowly added to expand the student’s sense of the subject. This theory directly takes into consideration a student’s propensity to intellectually and actively construct one’s own understanding of a subject. The application of this theory requires the instructor to give up the illusion of control, and instead adapt to the needs of individual learners.
Sociocultural/Situative Learning Theory:
This theory focuses on groups of learners developing a shared understanding of concepts and how they fit into the collective knowledge of the group. Instructors do not need to provide learning incentives with this type of activity as learners engage in learning activities in ways that confirm to the function and goals of their group. According to Dr. Hug, “An example of using socio-cultural learning theory in thinking about technology use [is] if we as instructors believe people learn concepts through interaction with others, if we consider student-student dialogue as well as student-teacher dialogue as important for learning, we might design online learning to allow for rich student to student to professor collaboration and interaction.”
These three theories, along with other learning theories, can be helpful to consider when deciding what technologies best align with your teaching objectives and how to assess the efficacies of the technologies you employ in the classroom.
