Technology and Cognitive Tools

After researching the resources provided for the Technology and Cognitive Tools discussion, I was able to recall lessons given to my students that did not reach my goals of student learning, understanding and application of new knowledge. For example, in Physical Science we have to cover two types of bonding, ionic and covalent. Ionic bonding consists of two elements gaining or losing electrons between a metal and a non-metal. Covalent bonding consists of two non-metals sharing electrons. To begin the lesson, each student receive a copy of the Periodic Table of Elements and each student was assigned the task of coloring the table, using a different color for the metals, non-metals, metalloids, and noble gases. Once the table is colored, students are to make a key or legend showing which element each color represents. The task is designed to provide students a better location of each type element located on the periodic table. Once students knew where the metals and non-metals where located on the table, they will be able to make up their own ionic and covalent bonds. Afterwards, students will realize the bonds they made up are real-life bonds. For example, sodium (Na/metal) combined with chlorine (Cl/non-metal) makes an ionic bond called sodium chloride, or what everyone else calls, table salt. Students were able to learn and understand the lesson, but they were not able to apply their knowledge to the follow-up assignment.

I made the mistake of believing the concept was easy enough for my students to learn. If I were to incorporate a technology-based cognitive tool, it will be via the SMART® board. The SMART® board is an interactive white board designed to enhance any lesson a teacher gives during class, not matter the subject. I will search for a lesson that increases students’ chances of comprehending the lesson and applying the knowledge learned to follow-up assignments. Also, the assignment will cover the topics discussed by Dr. Michael Orey’s video titled, “Cognitive Learning Theories” (Laureate Education, Inc., 2011). Orey states during learning, students’ short-term and long-term memories are affected. He says the short-term memory can handle around seven pieces of information at one time and the long-term memory consists of networks of information connected to one main idea or concept. Also mentioned in the video is the Paivio’s Dual Coding Hypothesis, which simply states information can be processed at a higher level by incorporating images and pictures (Laureate Education, Inc., 2011). The lesson I choose will present via our interactive white board will consist of comprehensive images connected to literal information, interactive activities that are designed to involve students during the lesson, thus creating a network of information students will able to recall from and apply to future assignments. Also, I will try not to assume my students think something is easy just because I think it is easy. My goal is to incorporate technology-based lessons in my classes as much as possible and use my interactive white board to its fullest potential.

Resources:

Laureate Education, Inc. (Producer). (2010). Cognitive Learning Theories [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1