1

ETEC 512 Statements of Learning Theory

Masters of Educational Technology Program
University of British Columbia
Kimberly Wagner
Professor Jennifer Shapka
December 4, 2011
Human learning is a result of behavioral, cognitive, social and developmental factors which
are combined with human characteristics that affect learning, like feelings, motives, and moral
sense. Technology is not a learning perspective but a set of tools that can support meaningful
learning.
Even though the behaviorist approach is often discounted as early, primitive interpretation of
the learning process, it still has a role in formal learning since learning institutions assess and
evaluate learners ability providing positive or negative reinforcement through formative and
summative feedback encouraging further practice and refinement of skills. Hopefully, over time,
learners become motivated by internal factors instead of grades.
Cognitive theories focus on the brain processes that occur as learners receive knowledge
whether the learning is being transmitted or discovered. New learning is assimilated or
accommodated with prior knowledge (existing schema) using control processes to solidify the
learning in long term memory; however, the learning must be meaningful for it to be memorable
to the learner, and there are other learning tenets that must be considered, like social factors.
Caregivers are learners first teachers, and learners continue to learn from others through
observation, explanation or discussion. The sharing of ideas to come to a new, better
understanding is valuable for learning because its an active process that allows the learner to

2
construct and reorganize their schema. Knowledge is distributed among the members of
society, and we all benefit from the collaboration of different subject experts.
Next, at each developmental stage, the learner has a particular readiness for the information
or skill to be learned, so the learning material must be made ready for the learner according to
their Zone of Proximal Development. Scaffolding and concept mapping are effective learning
supports regardless of developmental stage. Our Western society highly values symbolic
representation of learning materials (language, math and music notation), but iconic and
enactive representation are extremely important as well since individual learners can be more
auditory, visual or kinesthetic learners; thus, learning materials should incorporate all three
modes of representation.
Developing higher ordered thinking processes and problem-solving skills, not simply
memorizing facts is more meaningful learning. The Constructivist approach, which involves
cognitive, social and developmental learning tenets, is more effective that transmission learning
due to its hands-on nature because the learner builds lasting cognitive connections.
Finally, technology offers the learner new tools for achieving meaningful learning. Games,
Web 2.0 tools, software, course platforms, and knowledge systems can support one or more
approaches to learning. Teachers use these tools to create learning activities that support their
theories of learning.
Humans are individuals with unique brains, and thus, a unique combination of learning
aptitudes; thus, some will learn better when its cognitively focused with a great deal of reading,
writing and transmission; others will learn better when its active, hands-on learning; and, even
others will learn better when there is a social, collaborative aspect to the learning. All
approaches have value and are even better if combined to meet the needs of all learners.
Technology can be used to support the learning experience.