Synthesis Paper Peer Review

8/11/2019 Synthesis Paper Peer Review

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Synthesis Paper

Cognitive Constructivism and Technology

EDTECH 504:

Theoretical Foundations of Educational Technology

Jennifer Freed

Tonya Grant

Peer Editor: Catherine Holthaus


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Synthesis Paper

Abstract

Children learn based upon the experiences that they have had. Experiences with technology provide students with the

opportunities to be successful in the future. This cognitive development can be similar to Piagets stages of. It can also be connected

with Blooms Taxonomy. When technology, Piagets stages of cognitive development, and Blooms Taxonomy are combined to

understand and develop children cognitively and technologically, it then gives them the foundation needed for a successful future.


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Cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and

their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement

in education and educational technology (Webb, 2010). Students can learn and develop a wide variety of skills through technology.

This development is connected to Piagets stages of cognitive development and Blooms Taxonomy. As students move up in the levels

of Blooms taxonomy they learn to use technology more effectively and more efficiently. This development is also dependent upon

constructivist ideas. The more exposure and practice a child has using technology the more they will be able to progress through

Piagets cognitive development levels and the levels ofblooms taxonomy.

Piagets first stage of development is the sensorimotor stage. In this stage people experience the world through senses and

actions. Technology is able to appeal to these senses and provoke different actions from children. Lights, sounds and motion have been

used to entertain, intrigue, and sooth children for decades. Object permanence and stranger anxiety are also developed during this stage.

During the sensorimotor stage, from birth to about two years, the child uses his or her senses and emerging motor skills to explore the

environment. This environment can be filled with varying levels of technology. Verbal interactions, an object rich setting, and the

freedom to explore are of paramount importance at this time (Webb, 1980). Some of the objects within this setting can be different

forms of technology that help to provide different forms of stimulus for a child. These different forms of technology can also provide

discomfort to a child. If you were to think about this in the educational technology field, students would relate stranger anxiety to what

they find to be the unfamiliar. This is not limited to people but can also be connected with objects. This new technology can cause

additional anxiety because he or she can confuse one object with another, parts of the objects with whole objects, and also symbols with


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objects (Malerstein & Ahern). This could include the computer and its different parts, different software, programs, etc. Ways to

promote this exploration and understanding can include different activities that a child can perform during exploration. In a classroom

or educational setting this could involve children looking, touching, feeling, and listening to technology. This could include computers,

tablets, SMART boards, etc. A child who is watching a video or a lesson on a SMART board would be using their senses to view and

learn. This exposure can help a childs technological development and begin to progress them through Piagets levels of cognitive

development.

The second stage of development is the preoperational stage in which children represent things with words and images. During

the preoperational stage, from about two to seven years, the child is perceptually bound; he is unable to reason logically concerning

concepts that are discrepant from visual clues (Webb, 1980). Pretend play, egocentrism, and language development are developed

during this stage. During earlier stages, children are not capable of integrating several viewpoints to solve problems. They can only deal

with problems from one angle at a time (Gillani, 2010). In a classroom or educational setting this could involve using pictures to show

children what to do on a computer, tablet, etc. For instance, if a child is going to use a specific math website, there would be a list of

images that would show the directions of how to login to the computer, which shortcuts to select, and how to login to the website. Since

children would not be able to remember or know how to simply do these tasks from memory or on their own, visuals are necessary for

students in this developmental stage. Once they login to the website the navigation or required tasks should not go very far beyond

image recognition. If the difficultly level goes much beyond visual recognition then it could cause frustration or confusion. However if

the tasks remain on a reasonable level of difficultly it can allow a child to maximize their potential for cognitive development.

When considering Blooms Taxonomy, you can relate the first two of Piagets stages of development to knowledge and

comprehension. Knowledge is the memorizing of information verbatim. Being able to remember, but not necessarily fully understand


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the material. When related to educational technology the knowledge level would involve understanding the parts and basic functions of

a computer. For instance, in order to first use a computer, children should know that the first thing that should be done is to turn the

computer on. This is important because in order to effectively use technology you must have basic knowledge first and in order to have

basic knowledge, students would need exposure to technology. In a country as wealthy as the United States, it appears that virtually

every school-aged child will soon have access to the Internet for at least part of the school day, and perhaps outside of school as well

(De Lissi, 2002). Some examples of resources that could be used for this level of Blooms Taxonomywould be Ninjawords, Visuwords,

Flickr, and Carrotsticks.

The second level would be comprehension. Comprehension is restating in your own words; paraphrasing, summarizing, and

translating. When relating this level to educational technology it would involve choosing the right resource (website/ software). For

instance, if a child wants to type a story that they have written, then they need to be able to select the correct software to complete this

task. Selecting presentation software would not be the correct software; rather word processing software would be the appropriate

software to use. Some examples of resources that could be used for this level of Blooms Taxonomywould include Footnote, Bubbl.us,

Webspiration, and Johnlocker.com. At this level of comprehension this in only performed at a basic level. Students are not yet able to

combine multiple resources to complete one task.

The second stage (preoperational stage) and the third stage of Piagets stages of development can be related to the third and

fourth level of Blooms Taxonomy. The third stage of Piagets development is the Concrete Operational stage. This stage involv es

thinking logically about concrete events and grasping concrete analogies. As the child moves into the concrete operational stage, from

about seven to eleven, he or she is able to use logic to analyze relationships and structure his or her environment into meaningful

categories (Webb, 2010). Conservation and mathematical formation are developed during this stage. When a child enters the Intuitive


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Stage, he generally understands the essence of an object and does not confuse one object with another or a part object with a whole

object (Malerstein & Ahern). When related to educational technology, this would include the order of how things appear when creating

and manipulating items. In a school or educational setting this would include finding research and creating a basic presentation. The

student would need to be able to navigate to find the research and also navigate through the presentation software to create the very

basic presentation. This is the beginning of combining multiple resoures to complete one task. Student have not yet achieved mastry

with any individual product but can combine aspects and fucntions of multiple resources to achieve a more complicated product.

When considering Blooms Taxonomy, you can relate the preoperational and concrete operational stages of Piagets stages of

development to the application and analysis levels. Application is using information to solve problems; transferring abstract or

theoretical ideas to practical situations. Identifying connections and relationships and how they apply. When related to educational

technology, application would include actually using resources (resources/ sites) for a purpose. This could include using a program to

give a presentation; however it does not include mastery of the skill. In a classroom or educational setting this would be using programs

to create a presentation. Some examples of resources that could be used for this level are Evernote, Wikipedia, pipes, and

go2web2O.net.

The fourth level is analysis. Analysis is identifying components (determining arrangement, logic and semantics). When related

to educational technology, analysis would include determining if you or others used the resources correctly. In a classroom or

educational setting this could be giving students a topic and seeing if they can locate a reliable and credible website. This would also

include basic levels of research devoted towards topics that require more than a basic Google search. Some examples of resources that

could be used for this level are Google Earth, exploratree, and createagraph.


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The third stage (concrete operational) and the fourth stage of Piagets stages of development can be related to the fifth and sixth

levels of Blooms Taxonomy. The fourth stage of Piagets development is the formal operational stage. This stage involves thinking

about hypothetical scenarios and processing abstract thoughts. Abstract logic and potential for mature moral reasoning takes place

during this stage. The Formal Operational stage of development generally begins in early adolescence and continues through adulthood.

(Gillani, 2010).When related to educational technology, this would include thinking about how something could be applied in other

areas. For instance, after learning about computer applications, it would be applying the skills in other subject areas. When faced with a

difficult math problem, a student would be able to find help online. It could also include performing research to learn something new

about technology instead of requiring the assistance of another individual to complete a task.

When considering Blooms Taxonomy, you can relate the concrete operational and formal operational stages of Piagets stages

of development to the synthesis and evaluation levels. Synthesis is combining information to form a unique product. It requires

creativity and originality. When related to educational technology, synthesis would involve using resources to create products that are

taken to the next level. In a classroom or educational setting, this would involve using a program to create a presentation that would be

able to be viewed without someone actually giving the presentation. Everything would be included in the presentation rather than a

person speaking in front of you. Some examples of resources are prezi, voicethread, wikispaces, and glogster.

Evaluation is making decisions and supporting views. It requires an understanding of values to measure effectiveness. When

related to educational technology, evaluation would include using resources to measure effectiveness. For example, if a student wants to

conduct a needs assessment for a presentation on a specific topic. The student who is creating the presentation may want to conduct a

survey to find out a more specific topic. Then this presentation will be catered to the identified needs of the audience and measuring


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their effectiveness of how it was delivered to the audience. Some examples of resources are Rubistar, Polldaddy, RCampus, and

eportfolio.org.

While Piaget refers to his stages in years of age, for the purpose of this paper the stages can be connected to experiences with

technology. This would remain true for an average middle-class American child that receives exposure to technology at home and at

school. When this technology is used effectively it can enhance the normal development of a child and quickly prepare them for a 21st

century work place. However, this development can be stunted for those people who do not receive this exposure to technology. This

could be children from a lower socio-economic status, less developed countries, impoverished areas, or those who are technologically

isolated. With that in mind, Piagets stages would not depend upon the age of a childbut would be based on their experience with

technology. This experience is even more important when a student who has been exposed to technology is confronted with new

technology. This is an important concept because technology is constantly changing. Therefore the more experience that someone has

with technology the more it will help them with future technology. This connects to the constructivist theory because children learn

based upon their experiences. These prior experiences provide the foundation that is required for students to develop technologically

and cognitively. Cognitive and developmental psychologists, Piaget in particular, viewed learning as a dynamic process where learners

construct their own knowledge by interacting with the world. The role of teachers, they believe, is not to impose steps, procedures, and

rigid structure, but rather to be the architect for learning environments that facilitate a process in which students would be able to

construct their own knowledge (Gillani, 2010). Fundamental development requires basic understanding before complex understanding

is reached. This is one of the core ideas behind Bloom taxonomy. This developmental process is achieved through scaffolding. This is

why experience is just as important if not more important than a childs age. For instance a child who may only be seven years old who

has worked with technology for three years will know more about how to use technology effectively than a child who is thirteen years


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old and has just been exposed to a computer. Children at different stages and different minds will deliver growth and development in

each era has its own characteristics (Shahsavari, 2012).

Every child presents its own unique set of challenges. Every child has their own unique sets of experiences that control their

cognitive and technological development. During cognitive development, childrens schemata are constantly restructured as they

encounter new patterns in their learning experiences (Gillani, 2010). Every child has a different level knowledge depending on the prior

experiences that a child has been exposed to. A child who has exposure to technology at an early age will move through Pi agets stages

of development and the levels of Blooms Taxonomy quicker than a child who has not had the exposure to technology at an early age. In

this modern day and age technology is everywhere and it is used in every aspect of life. By not providing children this early foundation

involving technology it can create obstacles that can prevent them from achieving their desired level of success in the future. By

exposing children to appropriate technology at an early age, you are giving them an opportunity at be successful in the ever changing

world in which we live in.


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References

Malerstein, A. M. (1979). Piagets Stages of Cognitive Development and Adult Character Structure.American Journal Of

Psycholotherapy, 33(1), 107.

Gillani, B. B. (2010). Inquiry-Based Training Model and the Design of E-Learning Environments.Issues In Informing Science &

Information Technology 7, 1.

De Lisi, R. (2002). From Marbles to Instant Messenger: Implications of Piagets Ideas about Peer Learning. Theory Into Practice,

41(1), 5-12

Shahsavari, M. (2012). Jean Piagets Ideas About Foundations of Education.Austrailian Journal Of Basic & Applied Sciences, 6(5),

185-188

Webb, P. (1980). Piaget: Implications for Teaching. Theory Into Practice, 19(2), 93.

Tonya,

Overall, your synthesis paper is well written and flows well. I liked how you were able to link Piagets learning stages to

technology throughout the paper. I think you may want to label the headings of the major sections such as Introduction,

Cognitive Constructivism and Technology, and Conclusion. I am only mentioning this because I have asked Dr. Freed for an

example of a completed paper and it was divided in this way. Your abstract was very well written and you did a great job of

explaining it throughout your synthesis paper. With regard to the stages of learner, I noticed some were capitalized and some

were not. I am not quite sure which way is best but you may want to standardize it throughout your paper. Thank you for

introducing me to Exploratree and Createagraph. As I mentioned earlier, I got a bit sidetracked with the sites and have foundseveral ways to incorporate them into my class. Below is a copy of the rubric.

Catherine


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Assessment Rubric for Final Synthesis Papers

100 points Exceptional Satisfactory Developing Inadequate

A B C D/F

Content

16 pts

The paper is

exceptionally focused

on some aspect of

learning theoryand

makes a clear connection

to educational

technology.

The paper is

focused on some

aspect of learning

theory and

educational

technology.

The paper lacks focus. The

learning theory may be

irrelevant or missing and/or

there may or may not be a

connection to educational

technology.

This paper is missing a

discussion on learning theory or

educational technology. The

information may be incorrect.

Structure &Clarity

16 pts

The points made in thepaper flow together in a

coherent and logical

manner. It is very well

structured and easy to

follow. The paper is easy

to read and

understandable.

The points made inthe paper are

generally structured

well, but there are

occasional lapses or

jumps in the flow of

the

writing. Overall,

the paper is

understandable.

The points made in thepaper are loosely

structured and it is

somewhat confusing to

read. There are noticeable

gaps in the flow of the

writing. Portions of the

paper are understandable.

The paper is confusing and it isnearly impossible to understand

how everything fits

together. The paper meanders

hopelessly leaving the reader

completely lost.

Research

Focus

16 pts

The research focus fits

within an organized

taxonomy and is

meaningful and relevant

to the discussion.

The research focus

fits within an

organized

taxonomy and is

somewhat

meaningful and

relevant to the

discussion.

The research focus is

somewhat organized but

lacks relevance to the

discussion.

The research focus in

disorganized and lacks relevance

to the discussion.


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Synthesis Paper

Literature

Cited

16 pts

All citations are from

peer-reviewed journal

articles or includes one or

two non-peer reviewed

citations but they are

from credible sources.

Includes one or two

non-peer reviewed

citations non

credible sources.

Includes three or more

non-peer reviewed citations

from non credible sources.

Includes no peer-reviewed

citations.

APA Style

and

Formatting

16 pts

References,

citations, etc.

References are cited in

APA style with no errors.

Paper follows APA

guidelines.

APA style errors

occur one to three

times in citations.

Paper follows APA

guidelines.

APA style errors occur four

to six times in citations or

paper does not follow APA

guidelines.

APA style errors occur more than

four times in citations and paper

does not follow APA guidelines.

Organization

12 pts

The paper is organized

with a title and

appropriate introduction.

The paper is

somewhat

organized with a

title and

appropriate

introduction.

The paper is somewhat

organized but missing the

title and/or introduction.

This paper has no organizational

structure.

Length

8 pts

2500 - 3000 words.

This count does not

include references orabstract.

2000-2500 words

or 3000 - 3500

words.This count does not

include references

or abstract.

1500 - 2000 words or 3500

- 4000 words.

This count does not includereferences or abstract.

Less than 1500 or greater than

4000 words.

This count does not includereference or abstract.

Mechanics Papers with extensive mechanical errorsor with tracking changes onwill be returned.

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Synthesis Paper Peer Review