Application 4: Online Learning in K-12 Schools Podcast

Sunday, March 21, 2010

Cognitivism in Practice

After reading the sections “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”, I noticed some correlations between these strategies and cognitive learning theory. According to Dr. Michael Orey, technology such as word processing, spreadsheet, and organizing software can be used effectively by “integrating multiple senses in presentations (which) improve learning” (Laureate 2009). Pintler, Hubbell, Kuhn, and Malenoski mention specific benefits of these types of software in their book, Using Technology with Classroom Instruction that Works. Word processing programs have the capability to create charts and tables for note taking as well as data organization. Spreadsheets can also be used to organize data and greatly decreases the amount of time taken to create them due to the multitude of calculations that the program does for them. Organizing and brainstorming programs allow students and teachers to organize their ideas and put them in a visually appealing array that promotes processing of information.

All of the above mentioned tools employ cognitive learning theory. Dr. Orey believes that short-term memory and working memory are most important in classroom practices and they provide a bridge to long-term memory which is the location educators ultimately want information to reach. These technology tools also relate to Paivio’s Dual Coding Hypothesis which Dr. Orey states in this fashion: “People remember images better than they can remember just text” (Laureate 2009). Spreadsheets, concept maps, and word processing all have the capability of incorporating visual images in the products students create. These images then help to imprint information in their short-term and working memory which is eventually transferred into their long-term memory.


Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

1 comment:

  1. As educators, we can really begin to appreciate the value of all this wonderful technology available. Classrooms are becoming more diverse and technology is the great "differentiator".

    These programs allow students to gather information not available through the medium of the textbook. Students are able to process information with the kind of support ie: visual, aural, dual language, kinetic, etc., they need to assimilate the material.

    This is truly a wonderful time to be a teacher.