Technology Tools to Support Cognitivism

While behaviorism centers around the effects that outside influences have on learning, the cognitive learning theory focuses on the mental processes involved in learning information. Orey (2010) explained the information processing model as consisting of the receipt of information by the brain’s sensory registers, the movement of this information to short-term/working memory, and, if information is rehearsed enough, the retention of information in long-term memory. The dual coding hypothesis states that images (or even scents) are stored in the brain along with the word or concept itself. If we want our students to remember a concept, then it is beneficial to provide as many opportunities for connections to be made to that concept as possible.

As asserted by Pitler et al. (2007), “graphic representations serve as mnemonic devices that facilitate the classification, organization, storage, and recollection of information into and out of long-term memory.” There are many technologies available to help support cognition. Concept mapping has great potential to help students organize key information visually in an easily understandable manner. One particular example of concept mapping that I can use with my social studies students is a time-sequence pattern organizer. Microsoft Word has the option of using drawing tools to create such an organizer; my students can also search for clip art, insert it into their organizer, and explain the significance of each event included on it. I often have my students complete similar activities by hand, but using technology to complete the task will provide students with more options and easier access to information they can include a timeline. I can also have my students create cause and effect organizers using Microsoft Word. Cause and effect is a theme we discuss quite frequently. The visual component of a concept map would allow for greater understanding cause and effect relationships, and, consequently, better retention of information.

One of my favorite tools for making strong connections between my students and ancient history is a virtual field trip. Virtual field trips allow us to create episodic memories and rich experiences for our students (Laureate, 2010). These memories become part of a student’s network of connections relating to a particular topic, and help to serve as a basis for further learning about that topic. I incorporate virtual field trips as often as possible, and, just yesterday, took my class to visit the Great Wall of China. Since we had been learning about Ancient China for a couple of weeks and already discussed the Great Wall at length, visiting the Great Wall allowed students to make connections between what they saw and experienced and what they already knew. The discussions that took place as we “walked” along the Great Wall impressed me and showed me that students were able to recall information we had already discussed about the Great Wall of China. Now, when it comes time for them to tell me what they know about this topic, they will be more likely to recall the information discussed during our virtual field trip because they will have a strong episodic memory of it. Based on student feedback I have received, virtual field trips are one of the most effective tools we can use to engage our students in the learning process.

References

Laureate Education, Inc. (Producer). (2010). Cogitive learning theory with Michael Orey. [DVD]. In Walden University: 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.