Constructivism in Practice

The constructionist/constructivist learning theory is built upon the idea that learners create ideas of their own, and use those ideas to build artifacts that can be shared with others and reflected upon by the learners themselves. In the constructionist classroom, the teacher is a facilitator of this process, ensuring that learners are clear as to the lesson goals, teacher expectations, and what they are trying to achieve. The more the learning process applies to real-life, the more engaged the learner will be, and the more meaningful the outcome (Orey, 2001). Given that today’s learner is a Digital Native, adding a variety of technology to this constructionist classroom adds yet another element of engagement to this learning process.

Technology tools such as spreadsheets, web resources, and tools which collect data are three such tools that, when added to the constructionist classroom, have the potential to increase engagement and allow the learner to focus on real-world applications to content, as opposed to tedious data collection or calculations of the past. When students use these technology tools to “generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 202-203).

Taking this learning process a step further and integrating ways for students to share the results of their tests and to receive feedback in a collaborative manner, preferably online as in a Wiki, gives them yet another real-world application. The world that we, as adults, work in is very much a collaborative, group process, with a facilitator (“the boss”) at the lead. The facilitator ensures that each member of the group knows the task as hand and then trusts that each will do his/her part to get the job done. Each member of a group brings something special to the table and when an individual struggles, the rest of the group offers suggestions, advice, or assistance in getting the job done. Why not allow our students to practice what they will be doing as adults in the real world?

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Cognitive Tools in the Classroom

The cognitive learning theory concerns how a learner processes information (Laureate Education, Inc., 2008). In the classroom, it is the goal of educators to teach in their content area and have students file that information away in their long-term memory. There are three types of long-term memory: Declarative (facts/information), Procedural (steps/procedures), and Episodic (events). According to Orey (2008), creating meaningful events (i.e., “episodes”) in the classroom is the best way to assist learners in storing information away in long-term memory (Laureate Education, Inc., 2008). Utilizing technology as a cognitive tool to create episodic experiences provides an avenue for true student engagement, understanding, and application.

There are various technology tools that can be used as cognitive tools in the classroom. In using Power Point, images can be powerful in helping learners make connections, especially for those that are visual learners (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Excel spreadsheets can help to engage learners in carrying out math concepts that might otherwise be tedious (Laureate Education, Inc., 2008). Concept mapping tools help learners organize ideas about content and make connections. Virtual Field Trips provide an opportunity for learners to experience an event or process that they might not otherwise be able to, using a variety of learning theories in one experience (Laureate Education, Inc., 2008).

Personally, I have specifically used Power Point and Virtual Field Trips as cognitive learning tools. In reflecting about technology tools in general, relative to the cognitive learning theory, I can clearly see where I have more success in engaging students when I use these tools than if I were to use traditional lecture or drill-and-practice. As many educators will day, it just takes time to explore and develop meaningful learning experiences around these cognitive tools. Anyone have ideas on where to find the time? I’m willing, but need the time!

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. 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.

Behaviorism...is it still alive in the classroom? What about technology AND Behaviorism?

Theories which involve Behaviorism in the classroom define it as an emphasis on “changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001). In other words, the learner’s behavior changes based on some kind of reinforcement or consequence. I think it is easy to see the role that Behaviorism plays in reinforcing the importance of effort, homework, and practice in the classroom.

According to Pitler, Hubbell, Kuhn, and Malenoski (2007), “effort is the most important factor in achievement. Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (p. 155). This means that teachers should be doing what we can to encourage students to try their best, to believe in themselves, and to develop self-confidence in their abilities and an appreciation for learning.

Wow…easier said than done, right?

I think this all starts with getting to know who your students are, where their interests lie, and developing activities that support the curriculum, but also supports those interests as well.

All of today’s students are growing up as Technology Natives. Therefore, why not seek out activities that students can complete that provide practice in a content area, support a student interest in technology, and support the curriculum being taught? There are many sites out there that offer such activities…time to research them out is necessary though.

One such site that I found can be accessed by clicking the following link: http://www.kidsites.com/sites-edu/science.htm.
An activity on this site that I liked was the Amusement Park Physics, during which students have a chance to build their own roller coaster. At the end of the process, students are given feedback on the choices they made in developing their roller coaster. Students are provided with positive reinforcement in the reasons why they made good choices, as well as negative reinforcement in the reasons why they made bad choices. Not only are students reviewing and practicing content-area concepts, but they are doing it in a way that interests them, using technology that they surround themselves with anyway.

Additionally, sites such as this one are great in that students receive instant feedback on what they are practicing. This feedback should be provided to students as quickly as possible on a regular basis as they learn and practice new content. If students are allowed to practice material incorrectly, for too long, without receiving meaningful feedback on how to do it correctly, then they are likely to become discouraged, possibly shut-down, and their level of self-efficacy drops, which leads to a situation in which learning is no longer fun.

I think the key is to keep learning interesting and meaningful as a way of encouraging students to practice and put forth effort into everything they do.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page