This week was an exploration of learning through social interactions and tools. Theories started with understanding through observations...observational learning! Albert Bandura demonstrated this theory through the Bobo doll study. Children observed adults being violent towards a blow up clown doll, and in result the children learned the same behaviors. As an educator we see this happen all the time. The saying, “Monkey see, monkey do” is applicable when we analyze student learning through observed behaviors. As educators and adults we understand the importance of modeling in front of children.
However, in observational learning there is not a direct interaction learning process. That is where social and situational cognition evolves. It starts with Vygotsky’s theory of social learning. Cherry (2020) states, “Vygotsky noted that culture profoundly influences this process. Imitation, guided learning, and collaborative learning all play a critical part in his theory.” During this week’s Pinterest activity, a lot of the featured activities seen in support of this theory are guided lessons, learning through play lessons, and social/partner/group work. Social learning aligns with other developed theories such as situated cognition that supports authentic experiences. Putnam and Borko (2000) discuss the idea of situated cognition and the importance of learning stemmed from context, culture, and authentic learning. This idea is definitely prominent in the 21st century classroom. As educators we continue to value the opportunities to integrate standard skills with “real world” applications. For example, as an adult, I honestly admit that I still need to look up measurement conversions! I question why those conversions never “stuck” when I learned them in elementary school. As a fifth grade teacher, understanding situated cognition can help guide my instruction to bridge the skill to when my students use it outside of school. Lastly, there is an overarching knowledge of technology use, and how to use technology for learning. Salomon and Perkins (2005), categorize learning by "effects with, effects of, and effects through" cognitive technologies. This was an incredibly interesting text to analyze since we are constantly utilizing technology in our classroom, but to what effect? After reflecting on the applications I use, I recognize that many are categorized as “effects with” technologies. These give immediate impact and understanding of use, but not necessarily demonstrating mastery of the skill. Overall, these theories have broadened my understanding of learning being a social process. I hope to also consider my technology use in my personal and professional life!
References
CBC. (n.d). Learn Schitts Creek [GIFY]. Cherry, K. (2020, April 16). Biography of psychologist Lev Vygotsky, One of the most influential psychologists. Verywell Mind. https://www.verywellmind.com/lev-vygotsky-biography-2795533 Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 71-86). Erlbaum.
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