As I reflect on the blogs and readings from this week there are many theories that focus essentially on the way people learn and process information. Theories explored such as Connectivism, Behaviorism, and Cognitivism also seek to offer some type of explanation and/or research proven basis for why one may be better than the other. In my post last week I expressed my views as to how people learn best. Again, I believe that people learn best when the educational experience is tailored to meet their need as a student. That may in turn encompass all of the theories mentioned thus far. There may situations in which a learner needs the “black-box” behaviorism approach as described by Siemens, through drill and practice, task-oriented, programmed, or simulated activities (Siemens 2008). Then there may be moments in which the educator needs to provide instruction based on the Connectivism approach to learning in which the learner gains knowledge through a network of diverse sources. With the Cognitivism approach Saetller notes that “The cognitive concept of educational technology focuses on the learner as an active participant in the teaching-learning process” (Saetller 2004); meaning the student is highly engaged. As educators I feel that we encourage certain aspects of all of these theories or “-isms” among our students. School districts purchase and implement the use of task-oriented, programmed instructional software. More and more teachers are providing opportunities for their students to gain knowledge from a network of diverse resources using social media tools such as Twitter©. Students are also being encouraged to play an active role in the learning process, therefore having a since of ownership, appreciation of the knowledge they have gained.Kapp, K. (2007, January 2). Out and About: discussion on educational schools of thought . Retrieved
from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. (2007, January 1). _isms as filters, not blinker. Retrieved from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age
Publishing. Chapter 10: Behaviorism and Educational Technology: 1950–1980, pp. 286−317.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and
designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
**For Module 2 I've responded to the following blogs: Carol Lee Tiffany Wilkinson
