Cognitive Learning Theory, Graphic Organizers, and Virtual Field Trips  

              Many connections unite the cognitive theory, graphic organizers, and virtual field trips that work together to support and even enhance learning.

The cognitive learning theory, according to Orey, focuses on how we process information (Laureate Education (Producer), 2015a).  He noted three main parts, the sensory register, short-term memory, and long-term memory. Through these, we learn and remember. The key is to get to the long-term memory, where facts and information, procedures, and episodic memory or events are held. Images are one of the key factors to aid students in making connections as they are connected to the other senses such as smell, taste, and more. 

The graphic organizers and virtual field trips work related to the cognitive learning theory because they help you retrieve the information later.  Graphic organizers are visual representations of concepts (Orey, 2015a) that help show relationships amongst ideas and display information in a visually appealing way (Romero et al., 2017). Additionally, according to Romero et al. (2017), they provide a fast and easy way to comprehend new ideas and use the information to explain learning in a student’s own words.

Orey explains in the video on virtual field trips that they provide a visual experience that is the most immersive-like experience (Laureate Education (Producer) 2015 b.). We all know that the current restrictions from the pandemic have prevented us from visiting museums and having visitors come to the school; virtual-field trips have been the saving grace to help tap into episodic memory or event memory).

As an educator, using technology in the 21^st-century classroom is paramount. Despite the many challenges and restrictions of the current climate, the opportunity to design and facilitate learning to support students’ achievement perfectly aligns itself with the ISTE Educator standards (2016). Additionally, Sethy (2012) indicates that students find technology-infused lessons (such as virtual field trips) to make learning easier.

Students were very receptive to using the graphic organizer to help them explain the conditions of the middle passage for enslaved people from Africa to the Americas. This was expected as it was noted by Pitler et al. (2012) that graphic organizers help students recover information and help them to focus learning, especially with new information.  Pierantozzi (2007) notes that virtual field trips may be the one way students can discover places and areas that are otherwise not easily accessible. Students mainly found it helpful to navigate through the 3D tour video of a slave ship. Many students have not seen the inside of a large sailing vessel before. Seeing precisely how persons would have been placed and what the space would have looked like allows them to make connections when reading Equiano’s account or to hear the cries of the people in the reenactment of the ‘Amistad.’  The cognitive theory focusses on the processing of information. Using an organizer with the five senses, they could tap into their sensory register and then provide pictures to connect the images helped solidify these senses into episodic memory, which is what we want. While we have not completed all assessments for this learning standard, I am confident that the connections that they have made will allow students to retrieve what they have learned.

Sethy (2012) indicated that students prefer using technology to learn as they find it easier to understand new information. Implementing Genius Hour in my classroom, I believe technology will assist students’ learning and answer their questions that guide their passion questions. Also, it will provide them access to places they would otherwise not be able to access, as indicated by Pierantozzi (2007). I plan to introduce my students to field trips with Nearpod as well as this can help them explore places that they would not get to see as quickly. In addition, it will bring real-world experiences to my students and help them visualize and think on a global scale.  In assisting my students in preparing and planning for their GH projects, I will encourage graphic organizers to help them keep their thinking focused.

Virtual Field trips and Graphic organizers are powerful tools to enhance and promote effective learning, especially when using a cognitive approach to instruction.

https://docs.google.com/presentation/d/1kkumFWWtjyKPUXg1jE0hrCHO4WEId2QY5WAxKPoIQkY/edit?usp=sharing

References

ISTE Standards: Educators | ISTE. (2016). We Are ISTE | ISTE. https://www.iste.org/standards/iste-standards-for-teachers

Laureate Education (Producer). (2015a). Cognitive learning theories [Video file]. Author.

Laureate Education (Producer). (2015b). Spotlight on technology: Virtual field trips [Video file]. Author.

Nearpod. (2015, October 15). Nearpod VR - Introducing Virtual Field Trips. YouTube. https://www.youtube.com/watch?v=4VliWohdvAg

Pierantozzi, M. J. (2007). Beyond the Classroom Walls--Virtual Field Trips. Journal on School Educational Technology. https://files.eric.ed.gov/fulltext/EJ1098669.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed). Alexandria, VA.

Romero, C., Cazorla, M., & Buzón, O. (2017). Meaningful learning using concept maps as a learning strategy. Journal of Technology and Science Education. https://files.eric.ed.gov/fulltext/EJ1156111.pdf

Sethy, Dr. S. S. (2012). Cognitive skills: A Modest Way of Learning through Technology. Turkish Online Journal of Distance Education, Vol. 13. https://files.eric.ed.gov/fulltext/EJ997822.pdf