The use of the Internet and websites in the classroom has been discussed by Bento (2000), in the article titled “Using the Web to Extend and Support Classroom Learning.” Bento (2000) points out the fact that an entire “on-line library, media and textbook recourses can be used during class to enliven, illustrate and expand lectures and discussions” (p. 604). The additional resources that may not be available in the school’s physical library will also enhance the student’s research, projects and presentations. Educators also may have the opportunity to post course material on-line for students. “If a student travels or miss a class she/he can access the course Web site and obtain the class handouts, notes, assignments, etc.” (Bento, 2000, p. 604). The development of a course website could be a class project at the beginning of the year. After the development phase, the teacher would be able to post the various suggested items. The students would have a vested interest in the website because they helped originally develop the site and would be very proud of their work. This method is a highly effective way to gain and keep the students interest in the site throughout the year. This is one example of a learner-centered environment.
A second example of a learner-centered environment can be found in the article “Not Just Computers: Learning By Doing” by Dickensheets (2001). Dickensheets stresses the importance of outstanding software programs that help to tutor students through “solving societal or business problems.” This real life connection may change the attitudes many students have toward learning. As educators it is our job to relate curriculum to the real world and life. When students fail to see this connection, many students may refuse to learn essential material. In this way, educators are able to “engage students who” do not “respond to the traditional methods” (Dickensheets, 2001, p. 40). In addition, “through the computers, the teacher now has the equivalent of 25 teacher’s assistants, giving just-in-time feedback to the student, along with an ongoing evaluation of skills” (Dickensheets, 2001, p. 41). Educators are aware that students thrive with individual attention and feedback. When individual attention is not possible, a computer software program could assist to give students the necessary attention and feedback.
A third example of a learner-centered environment can be found in the article titled “What is your vision of the future of technology education” (Technology Teacher, 1999). This article gives an interesting perspective of the future is given by six technology educators. These educators believe that the K-12 classroom will become a place to prepare students for the technology in the workforce. This preparation will be the basis for further education once students graduate and enter society. The future described for the students in these classrooms is bright. Students are able to learn through multiple sources geared specifically toward their individualized level and learning style. In addition, educators will have ample opportunities for pre-service and in-service training as well as continued support, guidance and resources. The educators in this article truly see the potential of technology in education.
One major basis for the theory of behaviorism stems from John Watson’s experiment of classical conditioning. Through Watson’s research, a link between stimulus and response (or reflex) is demonstrated. This research enabled the further understanding of emotional reactions due to a specific stimulus. However, classical conditioning does not explain all behaviors. These unanswered questions lead to further study of voluntary reactions, which were studied by Skinner through operant conditioning and Thorndike’s connectionism. Thorndike believed that ideas would be reinforced through positive and repetitive experiences. Finally, Guthrie researched on the breaking of bad habits through the changing or refocusing of an association for a particular stimulus and the negative response (Gredler, 2001).
In contrast, the theory of Gestalt focuses on perception of ideas and concepts. Max Wertheimer, who is thought of as the founder of Gestalt psychology, first explored this theory. The main focus of Gestalt’s experimentation was to apply the concepts of perception to how humans learn and think. Wolfgang Köhler experimented further with “insight” experiences. This type of experience is achieved through problem solving and the organization of solutions to form a conclusion to a given problem. In addition, Lewin and Wertheimer studied motivation to produce meaningful learning for each student. Finally, George Katona and Karl Duncker structured their individual experimentations around the premise that students have different approaches to solve posed problems. These approaches are based on the student’s individual perception of the ideas and concepts presented (Gredler, 2001).
When dealing with the theories of the Information Processing Perspective, Howard Gardner theorized that students have multiple intelligences and educators must be aware of these intelligences, which include: Linguistic, Logical, Bodily, Spatial, Musical, Interpersonal, and Intrapersonal (SwopNet.com). Gardner suggests that we encourage and support students who do not excel in the "traditional" intelligences (Koch, 1996). Educators should assist students with successful interactions between peers and adults and assist students to excel in areas in which they are successful (Koch, 1996). The use of various technologies in the classroom will facilitate students who excel in the Gardner’s forms of intelligences.
When reflecting on the Constructivist Perspective, Vygotsky’s main theory premised on the fact that cultural-historical or sociohistorical experiences focus on the cognitive development of students. In addition, this theory focuses on the development of learning for each student. Vygotsky firmly believed that children develop thorough interactions with the rest of the world. These types of experiences enable the child to develop socially. In addition, children who lack these resources may be prevented from successfully mastering certain social skills or attaining information at the same rate as children with these resources. Finally, Vygotsky theorized that without the mastery of a set of particular signs and symbols within a certain culture, the child is at a disadvantage and unable to develop higher-level cognitive skills. Through the use of signs and symbols in the student’s culture, each student is able to apply current knowledge to new projects and studies. (Gredler, 2001) This theory is easily adaptable to a curriculum which includes media, computers, the Internet, etc.
In the classroom, educators should not only be aware of the major theories, which surround educational concepts, but also be able to apply these concepts to sound learning methods incorporating technology to facilitate a learner-centered environment. In order for students to develop critical thinking skills, it is imperative to incorporate the theories of Gestalt in the classroom. Students must be given the opportunity to find solutions to difficult problems in the classroom. The educator should serve as a guide, not as a solution giver. Through this solution process, students will positively reinforce their ability to solve difficult and meaningful problems, which will enable them to solve problems in their individual, daily lives. In addition, the theories of Behaviorism should be implemented in the classroom through the reinforcement of positive classical conditioning. Students in the classroom need to be taught and practice positive and appropriate responses to given situation in order to reduce the likelihood of negative behaviors. Through the use of various technologies and educational theories, educators are able to provide a positive learning experience for all students.
Bento, R.F. & Bento, A.M. (2000). Using the Web to extend and support classroom learning. College Student Journal 34(4). 603-8.
Dickensheets, K. (2001). Not just computers: learning by doing. Multimedia Schools 8(1). 40-3.
Gredler, M. E. (2001). Learning and Instruction: Theory into Practice (4th ed). New Jersey: Prentice Hall.
Koch, C. (1996). Interview: Howard Gardner, The Bright Stuff. World Wide Web: http://www.cio.com/archive/031596_qa.html
Newby T.J, Stepich D.A., Lehman J.D., and Russell, J.D. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media (2nd ed.). Merrill: New Jersey.
SwopNet.com. Howard Gardner's Seven Types of Intelligence. World Wide Web: http://www.swopnet.com/ed/TAG/7_Intelligences.html
Technology Teacher (1999). What is your vision of the future of technology education? The Technology Teacher 59(4). 32-5.
