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Through my study and learning I learned that each of these theorists placed much importance upon the learner instead of the teacher. For the most part, the onus is on the student to process material and information. Through social interactions, discussions, and or experiences, a student makes meaning. I feel this is striking and important to consider with relation to 21st century learning and teaching. Much of 21st century learning relies on technology, which can often isolate learners and does not inherently promote discussion. As education evolves, it does provide more and more experiences, which is as research shows, are beneficial to student learning. It will be important to provide opportunities for processing and discussion, rather than pushing forward too quickly or on one’s own. My vision of teaching, technology, and learning aligns with this and is as follows: although each of the stated entities is independent inherently independent, they converge in order to cultivate one another in such a manner that is boundless and amorphous, yet grows through a nurturing and fluid collaboration. Advances made and knowledge discovered by each stakeholder is shared in a collaborative environment that provides an opportunity for all to participate. Since I see that learning is fluid and discussion promotes the back and forth of information. Discussion and experience are necessary for collaboration to exist.

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Please note that for my works sited I referenced recommendations from the Purdue Online Writing Lab (see link below) as well as A Pocket Style Manual by Diana Hacker and Nancy Sommers, sixth edition.

The references for the information in this Padlet are as follows:

Culatta, Richard. "Social Development Theory (Lev Vygotsky)." InstructionalDesign.org. InnovativeLearning.org. Web. 14 July 2018.

Zhou, Molly and Brown, David. "Educational Learning Theories: 2nd Edition" (2015). Education Open Textbooks. Web 14 July 2018.

Other tools I used included www.canva.com for the Venn Diagram visual as well as wordle.net to create the visual word displays.

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Please review the Venn Diagram below, to see the details of the three theories explained above compared in a visual manner. I used the web tools at canva.com to create this visual representation.

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Social Development Theory (Vygotsky) - Venn Diagram by Ann Plag

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Wordle Social Development Theory (Theory #3)

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Wordle Social Development Theory (Theory #3)

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Wordle for Bioecological Model of Human Development and Learning (Theory #2)

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Wordle for Bioecological Model of Human Development and Learning (Theory #2)

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Theorist #3: Vygotsky - Social Development Theory

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Theorist #3: Vygotsky - Social Development Theory

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The third and final theorist I studied is Lev Vygotsky. He is the father of the Social Development Theory. Vygotsky spent time researching the development of cognition and its relation to learning and education. A fundamental role in the development of a child's cognition and education is social interaction in connection with culture and language. A culture affects language and social interactions; without language, there are less social interactions and opportunity to promote discussion - whether it be internally or externally. Social interactions need to take place externally with others and then internally with one's self. It is important to understand that without experiences with social interactions, children are unable to make sense of information and learn. Every person needs to construct their own understanding of the world around them, language, culture and social interactions aid in this. In addition, Vygotsky introduced the Zone of Proximal Development.  The concept of the Zone of Proximal Development is that, although a student may only be able to complete specific tasks on one's own, with the assistance of and interaction with someone else who knows more, you can extend your learning and learn more with that interaction and assistance.

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The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).

A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Vygotsky's theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first utterances with peers or adults are for the purpose of communication but once mastered they become internalized and allow "inner speech".

Vygotsky's theory is complementary to Bandura's work on social learning and a key component of situated learning theory as well. Because Vygotsky's focus was on cognitive development, it is interesting to compare his views with those a constructivist (Bruner) and a genetic epistemologist(Piaget).

Application

This is a general theory of cognitive development. Most of the original work was done in the context of language learning in children (Vygotsky, 1962), although later applications of the framework have been broader (see Wertsch, 1985).

Example

Vygotsky (1978, p56) provides the example of pointing a finger. Initially, this behavior begins as a meaningless grasping motion; however, as people react to the gesture, it becomes a movement that has meaning. In particular, the pointing gesture represents an interpersonal connection between individuals.

Principles

1. Cognitive development is limited to a certain range at any given age.

2. Full cognitive development requires social interaction.

References

Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian Perspectives. Cambridge University Press.

Related Websites

For more about Vygotsky and his work, see:

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Social Development Theory (Lev Vygotsky) - InstructionalDesign.org

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Overview The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).

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Theorist #2: Urie Brofenbrenner - Bioecological Model of Human Development

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Theorist #2: Urie Brofenbrenner - Bioecological Model of Human Development

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The second learning theory I studied is the Bioecological Model of Human Development, discovered by Mr. Urie Brofenbrenner. He established that learners - specifically children - are influenced by the bioecological systems around them and the relations between the systems affect them internally. Much of a learner's development is dependent upon the environment around them. There are three specific exterior domains. The exterior domains are physical, biological, and neuroanatomical development. The complexities of the domains are layered from impact that happens at micro levels and expanding outward. Students are centered within a microsystem, expanding outward to mesosystem, and macrosystem. Each of these different layers impact learners. Over time, this theory was revised to include the impact that time and processing has on learner development. It is over time and with mental processing that what has been taken in makes sense to a learner.

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Educational Learning Theories_ 2nd Edition

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Wordle for Experiential Learning Theory (#1)

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Wordle for Experiential Learning Theory (#1)

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BEGIN HERE - Theorist #1: David Allen Kolb - Experiential Learning Theory

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BEGIN HERE - Theorist #1: David Allen Kolb - Experiential Learning Theory

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I have taken the time to research and study the learning theories of three theorists unfamiliar to me. I do want to be sure to note that my undergraduate educational experience was focused in elementary and special education. During this journey I was made aware of many learning theories, but the ones I have selected to review are a few of which I either did not remember or did not remember as well. The first theory is the Experiential Learning Theory, researched and discovered by Mr. David Allen Kolb. The  core of the Experiential Learning Theory is rooted in the belief and research that showed learning takes place when students experience and then process knowledge. Students move through concrete experiences and abstract conceptualization in order to process through and make sense of knowledge. It is very important that students not just partake in experiences but also take the time an opportunity to reflect, process and/or discuss in order to make understanding of the experience(s). Examples of learning experiences included co-operative education, internships, service learning, field work scenarios, role-play, simulations, games and e-learning.

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Educational Learning Theories_ 2nd Edition