Running Head: LEARNING THEORISTS RESEARCH REPORT 1

Learning Theorists Research Report

EDIT 704: Technology in Curricula

Karen S. Cafaro

Coastal Carolina University

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Learning Theorists Research Report

How do we learn? Psychologists have been studying learning since the late 19th century

when Pavlov started his experiments on classical conditioning. Learning, as defined by

psychologists, is a relatively permanent change in behavior that occurs as a result of experience

(Kihlstrom, 2017). In this paper, the learning theories of John Dewey, Howard Gardner, and

Seymour Papert and how technology can be incorporated into each of them.

John Dewey and Progressivism

John Dewey, one of the most cited psychologists of the 20th century and a prominent

voice of liberalism and progressive education, was a major education reformer (Ryan, 1997).

Progressive education can be traced as far back as John Locke and Jean-Jacques Rousseau, and

Dewey developed those ideas into Progressivism (Hayes, 2007) which started as a societal

movement that spread into education in the early 20th century (Ornstein & Hunkins, 2013). In

progressivism, proponents believe that the focus should be on the child rather than on the

teacher. Dewey believed that democracy and education were linked, and that the school was a

democracy in microcosm. Progressives believed that schools should teach students the skills

needed to live in a democratic society, and that they should learn how to think and how to find

information. In other words, they needed to learn how to think, not just what to know (Cohen,

1999). Other advocates of Progressivism were Maria Montessori, a physician and child

development expert, and Jean Piaget, a child psychologist, who believed that children should

build on what they know by research and investigation of questions that interest them (Boss,

2011). Some key ideas identified with Progressivism are:

Education should be child-centered.

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Schools are a means of social reform and improvement.

Education's purpose is to create engaged citizens for a democratic republic.

Educators should respect diversity.

Schools should cooperate to meet students' needs. (Hayes, 2015)

Progressivism is still having an impact on teaching today. Progressive curricula focuses

on the students' abilities, needs, experiences and interests. Teachers in these schools try to make

school interesting by planning lessons that promote curiosity, cooperation, and active learning.

Students work together to real world problems like those they will encounter in everyday life

(Progressivism, n.d.). An example of the type of curricula promoted by progressive education

is project-based learning. Project-based learning, or PBL, is student-based instruction in which

activities and practices are student-centered, interdisciplinary, and integrate real-world practices

and problems. PBL promotes understanding by promoting the acquisition of real knowledge by

exploring, making judgments, and synthesizing information. This allows students to practice the

skills they will need as adults in the real working world (Project Based Learning Handbook,

2006). Students carry out long term projects and present them publicly (Patton, 2012).

Progressive Education and Technology

Project-based Learning is the main instructional approach used by schools that are part of

the New Tech Network, a network of over 130 school in the United States and Australia (New

Tech Network, 2017). They developed their own version of PBL, which required a one-to-one,

computers-to-students ratio, which they used successfully. Student learning and test scores went

up. Seizing on this success, they then set up the New Technology Foundation and began selling

their model to other schools. With grants from the Bill and Melinda Gates Foundation, they
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began spreading the New Tech model through the United States. In 2009, the New Tech

Network became part of KnowledgeWorks, eventually opening two schools in Australia

(Knowledgeworks, 2017).

Howard Gardner and Multiple Intelligences

Howard Gardner is a developmental psychologist at Harvard Universitys School of

Graduate Education. He is best known for his multiple intelligences theory of learning (Gordon,

2006). This theory states that individuals have strengths and weaknesses in different areas and

the strengths can be discovered and utilized to improve their chances of success. Gardner

identified seven types of intelligence: Logical-Mathematical Intelligence; Linguistic Intelligence;

Interpersonal Intelligence; Intrapersonal Intelligence; Musical Intelligence; Bodily-Kinesthetic

Intelligence; and Visual-Spatial Intelligence (Anderman & Anderman, 2009).

The first type of intelligence is Logical-Mathematical Intelligence. People with this type

of intelligence are analytical, and they have good critical thinking and problem solving skills.

They are good at subjects like mathematics and science, and they can be taught through logic

games, investigations, mysteries. These people need to learn concepts before details. They tend

to become engineers, scientists, and doctors.

The second type of intelligence is Linguistic Intelligence. People with linguistic

intelligence have highly developed auditory skills, and they enjoy activities such as reading,

word games, and writing stories and poems. These people are also learn through seeing words

and reading. Tools that can be used in teaching these people are computers, games, multimedia,

books, recordings, and lectures.

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The third type of intelligence is Interpersonal Intelligence. People with this type of

intelligence learn through interaction with others. They learn well in groups. Learning tools for

these people include the telephone, email, video-conferencing, writing, and computer

conferencing.

Intrapersonal Intelligence is the fourth type of intelligence. Learners with intrapersonal

intelligence like to work alone through independent study. They like to pursue their own goals

and interests, and do not like to work with others.

People with the fifth type of intelligence, Musical Intelligence, are sensitive to rhythm

and sound, usually in the form of music, but they are also very sensitive to any sounds within

their environments. People with this type of intelligence may learn better when listening to music

or when their lessons include rhythmic tapping.

The sixth type of intelligence, Bodily-Kinesthetic Intelligence, deals with people who

learn through movement such as dance, movement, making things, and touching. They read body

language well, and they can be taught through physical activity, hands-on learning, role-playing

and acting.

The seventh, and final, type of intelligence is Visual-Spatial Intelligence. Those with this

type of intelligence are extremely aware of their surroundings, and they think in terms of the

physical space surrounding them. People with Visual-Spatial Intelligence can be taught using

models, graphics, charts, photographs, drawings, multimedia, video, television, 3-D modeling,

and texts with pictures/charts/graphs (Lane, n.d.).

Multiple Intelligences and Technology

Technologies that most benefit students with Logical-Mathematical Intelligence are

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databases and spreadsheets. Interactive whiteboards are also great tools for teaching these

students because they allow them to visualize concepts and to move geometric objects around.

An example of this type of lesson in geometry is the teacher projecting a geoboard (an interactive

pegboard that measures angles) using the interactive whiteboard. By touching the screen, the

students can add bands to the pegs, allowing them to create angles (McCoog, 2007). Another

tool which can be used for these learners is Qarbons Viewlet, which is an excellent tool for

problem-solving, can be used to create visual demonstrations of difficult mathematical concepts

(Fose, n.d.).

Students with Linguistic Intelligence do well when they use the internet for research. An

example of an activity using technology would be using a word processing program in writing

poems. The teacher would set up the computers open to a word processing document with the

beginnings of sentences written on it (McCoog, 2007). The students then complete the sentences

with their own statements. They then share their poems with the class. Other tools that can be

used are discussion forums for class debates and PowerPoint Jeopardy games for the whole class

Another tool which can be used for these learners is Qarbons Viewlet, which is an excellent tool

for problem-solving, can be used to create visual demonstrations of difficult mathematical

concepts (Fose, n.d.).

Those with Interpersonal Intelligence interact well with society at large. Because they are

focused on people and their opinions, they can use surveys to gather information, then synthesize

that information to present to a group (McCoog, 2007). Other technology tools that can be used

are moderating online debates and acting as the moderator for group projects (Fose, n.d.).

Because those with Intrapersonal Intelligence are self-aware and self-motivated, they do

well with the technology tools of internet research, concept maps, and computer-based
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journaling. Tools for these students include Googlios, which they use to create online portfolios

of their work, and Mentor Mob, which students can use to create a learning playlist of study

materials (Tech Tools, n.d.).

Those with Musical Intelligence learn best through sounds. This includes both listening

to and making sounds such as songs and rhythmic patterns like drumming. Technology tools that

these learners can use are video and audio recorders for finding or creating music to use for

slideshows and videos. Other tools involve using mp3 recordings of music from historical

periods in history and social studies and using a program like Garage Band for students to create

songs containing information from their classroom lessons (Fose, n.d.).

People with Intrapersonal Intelligence have difficulty sharing personal or school products

with others. Online blogs are a great technology tool for these students to share with others,

allowing them to share their ideas, thoughts, and feelings (McCoog, 2007). Other technology

tools that these students can use are Webquests, which have role-playing elements, and internet

scavenger hunts in which they research information on specific topics (Fose, n.d.).

Those with Visual-Spatial Intelligence learn visually and think spatially. They are good at

creating pictures. They are good at taking photographs and editing them using programs such as

Photoshop. Other tools for Visual-Spatial learners are presentation tools such as Prezi or

PowerPoint and Capzles, which is used to gather media (photos, videos, documents, etc.) into

one place to use in projects (Tech Tools, n.d.).

Seymour Papert and Constructivism

Seymour Papert was a computer scientist, educator, and mathematician who was a

pioneer in artificial intelligence and a co-inventor of the LOGO programming language for
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children (Stager, 2016). He is considered the father of educational computing and an inspiration

for one-to-one computing. Papert was also a founder of the constructivist movement in education

which he based on Jean Piagets constructionist theory (About Seymour Papert, 2017). The

Constructivist theory of learning states that people have their own ways of learning through

experiences. The premise of this theory is that people construct new learning on previous

learning. Constructivist teaching is based on the belief that there is no one size fits all method

of instruction. Teachers are encouraged to build on a students previous knowledge, even if that

knowledge is not part of the curriculum. This shows students that what they know is valued and

important, making them feel confident and motivated. Because students are encouraged to learn

in their own way and at their own pace, instruction is open-ended and teachers use project-based

learning and hands-on approaches to learning. Constructivism also supports collaborative

learning, students working with each other (What Is Constructivism and How Does It Benefit

Students?, 2017).

Constructivism and Technology

There are three constructivist learning theories that have been impact by using technology

in education: activity theory, social constructivism and, situated learning. In activity theory,

social interaction interacts with cognitive development. Learning and activity cannot be

separated, causing students to produce cognitive tools through this social interaction and the

students cultural environment (Ford & Lott, n.d.). In social constructivism, human education

and development is tied through interaction with others in their cultural community. Situated

learning theory deals with how people learn and acquire professional skills with the focus being

on the social situation in which this occurs.

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The relationship of technology and constructivism is complementary. This

complementary relationship can lead to the following changes in instruction:

Instruction shifts from large to small groups.

Teacher acts as facilitator of learning.

Weak students receive more attention from the teacher.

Active engagement of students who participate in decision-making.

More student collaboration in the classroom

Autonomy and individualized instruction increases (Martin-Stanley & Martin-Stanley,

2007).

When using technology in the constructivist classroom, the teacher is a facilitator, not a

lecturer. Teachers can use small group instruction in a workshopping setting rather than in a

large classroom. Students can work independently or in groups, and they have more opportunity

to work hands-on in collaborative activities using technology (Ford & Lott, n.d.). An example

of a constructivist lesson using technology would be a webquest. A webquest is an inquiry-based

online tool in which students have a set assignment for which they search for information on the

internet. A webquest can be as short as a single class period, or it can last for days or weeks.

Most webquests are completed as group assignments.

My own philosophy of education a combination of all three of these learning theories.

This is why I am an advocate of project-based learning. It is student-centered (progressivist),

promotes hands-on activities (constructivist), and is modifiable according to the students

learning style and personal intelligence (multiple intelligences). Students need to be actively

engaged in learning, not passively sitting there listening to the teacher droning on and on. With
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the integration of technology, students are even more engaged, allowing them to work at their

own pace. Students drive the instruction with teachers acting in the role of facilitator.
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References

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Boss, S. (2011, September 20). Project-based learning: A short history. Retrieved July 10, 2017,

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Kihlstrom, J. F. (2017, January 17). How students learn-and how we can help them. Retrieved

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