In this week's resources, Dr. Michael Orey describes the relationship between the principles of constructivist/constructionist theories of learning. He explains that the constructivist theory of learning states that an individual actively "constructs" his or her meaning based on experiences (Laureate Education, Inc., 2008). In comparison, Dr. Orey mentions that the constructionist theory of learning states that an individual learns best when they are able to create a concrete artifact or a project that they can in turn share with their peers (Laureate Education, Inc., 2008). The constructionist theory can easily relate to education in that students are able to benefit from a hands-on experience in the classroom and learn by doing, with an attempt to share new knowledge with their classmates. Through the constructionist approach, students are able to develop assimilations (external reality is made to fit with one's beliefs) and accomadations (one's current beliefs are altered to fit external reality) to support their own schema (Laureate Education, Inc., 2008).
Students today can benefit from many hands-on expereiences through technology by using common programs such as: Power Point, Kidspiration, Podcasts, Blogs, Microsoft Excel, Photostory and learning based computer games. These activities allow students to contribute to a given topic through the use of technology with the final outcome resulting in a project or artifact to share with others. It has been my experience that students do in fact truly enjoy participating in engaging activities in which they have the ability to control the final outcome.
In our book entitled, Using Technology with Classroom Instruction that Works, Pitler, Hubbel, Kuhn and Malenoski (2007) explain that there are six tasks teachers can use to assist students in developing hypothesises. They are as follows: system analysis, problem solving, historical investigation, invention, experimental inquiry and decision making. Clearly these tasks emphasize the use of the constructionist theory due to the fact that they all reuire the students to engage themselves in the learning process and utilize tools in order to reslove disequilibrium (Laureate Education, Inc., 2008). Through the use of spreadsheet software, data collection tools and web resources, students are able to make predictions, recognize patterns, incorporate critical thinking, form a hypothesis and gather and graph data.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Linking technology with hands on learning can provide students with a rich learning experience. Which programs have you used in your classroom successfully with your students? I am always looking for new ideas. I have used GarageBand with my students to create enhanced podcasts, iMovie to complete a digital storytelling activity, and Iphoto to create alliteration ABC books. I do not have as much experience with programs like Pages or Numbers. Our school district, however, provides us with ongoing training to help us continue to incorporate new technology skills into our lessons and units of study. I hope to use these programs with my students next year.
ReplyDeleteI see that you use learning based computer games in your class. Could you list a couple of these games and which units you use them for as I'm really trying to expand some of the games I use with my own students. Thanks!
ReplyDeleteThe software that I enjoy using the most is Tom Snyder's Decisions, Decisions. It is an interactive program that allows students to work together to solve a real world problem. I wrote a grant and purchased several of these including: The Cold War, Revolutionary Wars, Colonization, etc.. There are many of these programs that fit into science and social studies curriculum. The only problem that I encounter with this software is that it runs on System 9 for Macs. It took me some time to track down a computer old enough that could run these programs. I do not think they have updated the software to accommodate newer systems.
ReplyDeleteSusan K posting Jennifer O's comment
ReplyDeleteCreating artifacts is a great way to help students retrieve the information respectively. This allows the students to practice and learn the information by allowing students to use the newly learned information. Students also will be able to use the new information and connect it to their prior knowledge. This goes with the constructionist definition. I will never forget when one of my students said that they worked so hard on their building project (in Geometry), that it will be impossible to not identify geometry definitions since they worked on it for six weeks. Then I had some students say because of origami, they learned what parallel lines, midpoint, bisector, and etc because they are applying the definition. When the equilibrium is found after the new information is learned, students will have the ability to retrieve the information in more efficient time.
I teach Social Studies and am really interested in the interactive programs that you incorporate into your classroom. The Cold War, Revolutionary Wars, and Colonization, would be great for my classroom. Thanks for the resource.
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