Constructionist learning theories are demonstrated when project-based learning is taking place in the classroom. According to Han and Bhattacharya, project-based learning allows learners “to become active builders of knowledge while confronting misconceptions and internalizing content and associated conceptions” (Orey, 2001, p. 10). Constructionism is reflected in student-centered learning environments and the creation of artifacts that demonstrate the learning outcome (Orey, 2001, p. 9-10). This week’s resources mentioned numerous methods for which teachers can encourage their students to solve problems by using technology with the focus being on students constructing their own meaning based on learning experiences. Dr. Michael Orey is a proponent of utilizing PowerPoint as a tool for which students can “build something” to demonstrate their understanding of a concept and take an active role in the learning process (Laureate Education Inc., 2009).
Generating and testing hypotheses demonstrates constructionism as it requires students to use the mechanisms of learning outlined by Dr. Orey: assimilation, accommodation, equilibration, and schema (Laureate Education, Inc., 2009). Throughout the learning process, students are continually actively constructing meaning. “Technology can play a vital role in generating and testing hypotheses because new development in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data” (Pitler, et al., 2007, p. 203). Teacher-created interactive spreadsheets and data collection tools give students the opportunity to complete authentic tasks and use higher level thinking skills to solve problems more efficiently.
If students construct meaning by doing, the gaming software referenced in Using Technology with Classroom Instruction that Works can provide students with opportunities to become actively involved in the learning process by requiring students to apply what they have learned to solve problems and/or carry out tasks. According to Pitler et al. (2007), “[s]imulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (p.213).
Meaningful learning takes place when students are actively involved in the process. Teachers cannot simply impart information to their students, as it is the student who must construct knowledge in his/her mind. The use of technology can motivate students and provide them with unique ways to individually demonstrate their understanding of core concepts.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 7. Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Bad News- The Game
3 months ago
Erika,
ReplyDeletethis week's readings were useful from a teaching standpoint because they reinforce some beliefs that most teachers have. The learning done when students interact and build things is much more rich than a mere worksheet or lecture. (Laureate, 2009) Your mention of PowerPoint as a useful tool for students to construct knowledge is both logical and useful. PowerPoint is a program that most students are familiar with and allows them to physically draw and write out the information as it appears within their minds. As Dr. Michael Orey stated "Kids work with computers that draw out examples that are often complex." What kind of projects have you found to be successful using the PowerPoint program that build understanding and knowledge?
Reference:
Laureate Education, Inc. (Executive Producer). (2009). Program 7. Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author