Cooperative learning and the social learning theories correlate in a variety of different ways. The instructional strategy of cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning (2007, pg. 139). The social learning theories want students to be actively engaged in construction artifacts and by conversing with others. When students are working together, they are able to discuss their different ideas to come up with one solid conclusion or answer. Students who are working cooperatively are able to “make sense of, or construct meaning for, new knowledge by interacting with others” (2007, pg. 139). This enables students to apply knowledge in the real-world setting and make connections with their prior understanding. The social learning theory has a construct, jigsaw strategy, which each member of the collaborative team is responsible to become an expert on one part of the project. They, then, go and share with others so students are teaching students. The cooperative learning theory and technology that goes along with it is a way to help students gain a deeper understanding of the concepts being taught. As teachers we need to keep in mind that “the hope of schools as places that serve students anytime, anywhere and facilitate their growth into life long learners” (2007, pg. 140)
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
What I like about the connectivism theory, is how applicable it is to any age group. Whether teaching primary or high school students, grouping students to work collaboratively is augmented by technology. Technology provides the information and the vehicle for presenting that information, allowing students to take ownership of the material.
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