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COMPARING AND CONTRASTING THE OBJECTIVIST AND

Comparing and Contrasting Objectivist and Constructivist Learning Theories and Effective Technology Integration Strategies for Each Method Lindsay L. Clements

COMPARING AND CONTRASTING THE OBJECTIVIST AND Objectivist Learning Theories The objectivist or directed approach to learning is based on the thought that teachers transmit a pre-defined set of information to students through teacher-organized activities (Roblyer & Doering, 2011, p.35). Objectivism is a belief system grounded primarily in behaviorist learning theory and the information-processing branch of the cognitive learning theories (Roblyer & Doering, 2011, p. 35), and objectivists believe that knowledge has a separate, real existence of its own outside the human mind (Roblyer & Doering, 2011, p.37). Behaviorist Theory Objectivists learning theories include B.F. Skinners behaviorist theory. This theory states that learning happens inside the mind and can be inferred only by observed behaviors (Roblyer & Doering, 2011, p.37). According to this theory, learners behaviors are shaped through a system of stimulus and response using reinforcement to strengthen response. Information-Processing Theory Another objectivist learning theory is Atkinson and Shiffrins information-processing

theory. This theory is based on the thought that learning is encoding information into memory (Roblyer & Doering, 2011, p.38). This theory views the mind as a computer, and states that the brain contains three kinds of memoryto process information (Roblyer & Doering, 2011, p.39). Information is received through sensory registers, such as the eyes or ears. If this information is not lost, it is transferred to short-term or working memory. Working memory is used for temporarily holding and manipulating knowledge in active consciousness (Mayer, 2009, p.62). This incoming information is quickly organized and integrated with prior knowledge to construct new knowledge. Through application and practice new knowledge will be retained and easily recalled.

COMPARING AND CONTRASTING THE OBJECTIVIST AND Cognitive-Behavioral Theory The cognitive-behavioral theory is another objectivist learning theory based on research by Robert Gagne. Instructional strategies from this theory are based on a combination of behavioral principles and information-processing theories. Gagne proposed that different skills require different learning conditions, which include his Events of Instruction and a skills

hierarchy approach. According to this theory, learning is shaped by a sequence of instructional events appropriate for the type of learning and learning is a building process in which lower order skills are prerequisite for building new, more complex skills (Roblyer & Doering, 2011, p. 38). Directed Teaching Methods Directed teaching methods work well for addressing certain kinds of teaching/learning problems (Roblyer & Doering, 2011, p.40), and it is more effective for learners with little prior knowledge. According to objectivist learning theories, not providing enough guidance can cause the learners working memory to overload, and information is lost and not stored in long term memory. Structured and systematic instruction promotes retention through activities like drilland-practice, tutorials, and integrated learning systems. These directed methods stress individualized work, have specific skill-based instructional goals and objectives, transmit a set body of skills, have students master prerequisite skills before learning new skills, provide a structured sequence of activities, and use traditional teacher-directed methods (Roblyer & Doering, 2011, p.47). Integrating Technology Based on Directed Teaching Methods Integrating technology strategies based on directed teaching methods are based on four strategies. These strategies are designed to address weakness or skills deficits, promote skills

COMPARING AND CONTRASTING THE OBJECTIVIST AND fluency or automaticity, support efficient self-paced learning, and support self-paced review of

concepts. Drill-and-practice and tutorials are used to identify weaknesses or skills deficits. Skill fluency or automaticity is promoted by having students work drill-and-practice or instructional activities that are specific to individual skill needs. Efficient, self-paced instruction allows selfmotivated learners to work through courseware at their own pace and learn about topics that an instructor is not available to teach, and self-paced tutorials and distance learning courses are options for this strategy. Self-paced concept review is ideal for studying material, and activities that promote this strategy are tutorials, drill-and-practice, and simulations. Constructionist Theories In contrast to the objectivist theories which are based on directed methods of teaching, the constructivist theories are based on the thought that humans construct all knowledge in their minds by participating in certain experiences, and learning occurs when one constructs both mechanisms for learning and ones own unique knowledge, colored by backgrounds, experiences, and aptitudes (Roblyer & Doering, 2011, p.37). Constructivist methods are derived from a combination of concepts in social learning, scaffolding, stages of development, and multiple intelligences theories (Roblyer & Doering, 2011, p.41). Social Activism Theory John Dewey was the first to propose what is now viewed as a constructivist approach to learning through his social activism theory. Dewey was not an advocate of standardization, and his theory is centralized on the thought that curriculum should be based on students interests and integration of curriculum topics. Dewey also believed that social consciousness was the ultimate aim of all education, and learning was useful only in the context of social experience (Roblyer & Doering, 2011, p.41). According to this theory, learning should be based on

COMPARING AND CONTRASTING THE OBJECTIVIST AND experience gained from hands-on learning, and meaningful learning occurs when students work together on common interests. Social Cognitive Theory The social cognitive theory was proposed by Albert Bandura, and much like Deweys ideas, it is based on learning as a social process. Bandura said that learning occurs through information processing, and it involves interactions among behaviors, variables in the environment, and individual cognitions (Roblyer & Doering, 2011, p.41). He believed that

students learn through vicarious learning (observations) and enactive learning (their actions). He also said that motivation is central in student learning. Scaffolding Theories Lev Vygotsky viewed learners as individuals. He believed that how children learn and think derives directly from the culture around them (Roblyer & Doering, 2011, p.41). Vygotsky also proposed the idea of the zone of proximal development. This term refers to the difference in levels of cognitive functioning between adults and children. He stated that teachers could provide guidance by identifying what children already know and building upon their experiences through a process known as scaffolding (Roblyer & Doering, 2011, p.42). Child Development Theory The child development theory is based on the beliefs of Jean Piaget. He believed that children go through specific stages of development. The stages include the sensorimotor stage (birth-2 years old), the preoperational stage (2-7 years old), the operational stage (7-11 years old), and the formal operations stage (12-15 years old). He said that learning is cognitive growth through neurological and social maturation (Roblyer & Doering, 2011, p.42). Children

COMPARING AND CONTRASTING THE OBJECTIVIST AND learn from their environment, and new experiences are either fit in with their existing views through assimilation or change their existing views through accommodation. Discovery Learning Jerome Bruner (1961) stated that learning happens by discovery, which prioritizes reflection, thinking, experimenting, and exploring (as cited in Balim, 2009, p.2). He agreed with Piagets belief that children develop intellectually through stages. According to his idea of discovery learning, children should be active in the own learning, and they learn best by exploring and experimenting. Multiple Intelligence Theory The multiple intelligences theory is based on Howard Gardners belief that learners possess an array of skills and talents in at least eight different and relatively independent types of intelligence (Roblyer & Doering, 2011, p.45). These intelligences include linguistic, musical, logical-mathematical, spatial bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Each individual has abilities in multiple intelligences, and learning is reinforced through the interactivity of these intelligences (Batson & Feinberg, 2006, p.36). Gardner believed that learning can occur on many levels and be demonstrated in different ways, depending on a students mode of intelligence (Roblyer & Doering, 2011, p.45). Constructivist Teaching Methods Constructivism is a doctrine stating that learning takes place in contexts (Nanjappa & Grant, 2003, p.1). Constructivist methods are designed to make learning more visual and experiential and to allow students more flexibility in how they learn and demonstrate competence (Roblyer & Doering, 2011, p.45). Constructivist methods allow students to use learned skills in problem solving activities. Todays constructivist integration strategies often

COMPARING AND CONTRASTING THE OBJECTIVIST AND focus on having students use data-gathering tools to study problems and issues in their locale, and on creating multimedia products to present their new knowledge and insights (Roblyer & Doering, 2011, p.46). Integrating Technology based on Constructivist Methods Duffy and Cunningham (1996) stated that Technology is seen as an integral part of the cognitive activityIt is the activityfocused and contextualizedthat is centralThe process of construction is directed towards creating a world that makes sense to use, that is adequate for our everyday functioning (as cited in Nanjappa & Grant, 2003, p.3). Learners become active designers using technology as a tool to access information, analyze the world, interpret and organize personal knowledge, and represent what they know (Nanjappa & Grant, 2003, p.3). There are four integration strategies that are used based on the constructivist approach, and the first strategy is to provide integration to foster creative problem solving and metacognition. This can be achieved by presenting students with novel problems to solve and to get them to analyze how they learn to solve them (Roblyer & Doering, 2011, p.49). Problem-solving courseware (video-based scenarios and simulations) and multimedia applications are used to get students think about their thinking process, and they offer opportunities to be creative and use problem-solving skills. The second strategy is to provide integration to help build mental models and increase knowledge transfer. This strategy addresses the problem of inert knowledge and provides

opportunities for students to build mental models and transfer knowledge and apply their skills to solve real-world problems. This can be achieved by integrating video-based scenarios, creating multimedia products, the use of simulation, problem-solving software, and letting students explore complex systems (Roblyer & Doering, 2011, p.50).

COMPARING AND CONTRASTING THE OBJECTIVIST AND The third strategy is to provide integration to foster group cooperation skills. This strategy is important because students need to be able to work cooperatively to solve problems and create products. Collaboration can be achieved through group internet research, creation of multimedia products, and through competing in instructional games (Roblyer & Doering, 2011, p.50). The fourth strategy is to provide integration to allow for multiple and distributed intelligences. This strategy ties in to the third strategy of fostering group cooperation skills. When groups of students are working together, there are opportunities for individuals to make contributions on their own terms (Roblyer & Doering, 2011, p.51). Individual contributions can be made through a number of technology based creations like multimedia products, web pages, newsletters, and brochures. Integrating Technology Based on Both Methods There are also integration strategies that are useful with both the directed approach and the constructivist approach. These are referred to as enabling strategies. The first strategy is

to generate motivation to learn. Motivation is beneficial for at-risk students, and students need to see how new concepts relate to their lives. These needs can be achieved by providing visual and interactive internet and multimedia resources. Drill-and-practice and tutorials provide practice, and video-based scenarios and simulations let students see the relevance of math and science skills. Students are also active in their learning as they create hands-on production work such as web pages and multimedia products. The second strategy is to optimize scarce personnel and material resources. Computerbased courseware materials can help make up for the lack of required resources in the school or classroomfrom consumable supplies to qualified teachers (Roblyer & Doering, 2011, p.52).

COMPARING AND CONTRASTING THE OBJECTIVIST AND Technology allows for simulated science experiments that save on supply costs, and distance education courses can offer subjects for which a school lacks a teacher. The third strategy is to remove logistical hurdles to learning. Students can use word processing for quicker revisions, and calculators and spreadsheets do low level calculations and allow learners to focus on higher order skills. Students can take virtual tours to places they are

not able to travel to, and simulations make showing students social and physical phenomena that is otherwise impossible to see. The final strategy for integrating technology based on either method is to develop information literacy and visual literacy skills. Students need to know how to communicate information using modern means and how to analyze the quality of visual information. Students can communicate research findings through multimedia products or web pages. Conclusion The key to integrating technology based on either method discussed is to first, identify the needs of the learner. Then choose which strategy is best suited to meet those needs. Technology can be integrated with both directed and constructivist methods, and free educational software (or a free trial version) is available for teachers and students. Some great resources include Prezi, a presentation software, found at www.prezi.com; Tiki-Toki, a web-based timeline software, found at www.tiki-toki.com; Google Docs, a collaborative document creating software, found at www.docs.google.com; and Khan Academy, online video tutorials and skills practice, found at www.khanacademy.org .

COMPARING AND CONTRASTING THE OBJECTIVIST AND 10 References Balm, A., G. (2009). The effects of discovery learning on students success and inquiry learning skills. Eurasian Journal of Educational Research, 35, 1-20. Retrieved on September 4, 2012, from http://0-web.ebscohost.com.iiiserver.ualr.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=122&sid=bd51e521-b8b6-43af8d64-4b51b68872b4%40sessionmgr110 Batson, L., & Feinberg, S. (2006). Game designs that enhance motivation and learning for teenagers. Electronic Journal for the Integration of Technology in Education, 5, 34-43. Retrieved on September 6, 2012, from http://ejite.isu.edu/Volume 5/Batson.pdf Mayer, R. E. (2009). Mulitmedia learning (2nd ed.). New York, NY: Cambridge University Press. Nanjappa, A., & Grant, M. M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education, 21(1), 1-11. Retrieved on September 6, 2012, from http://ejite.isu.edu/Volume2No1/nanjappa.htm Roblyer, M. D., & Doering, A. H. (2011). Integrating educational technology into teaching (6th ed.). Boston, MA: Pearson.

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