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
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You brought up a great point that I had not noted, when you mentioned that our students are Digital Natives and that by utilizing a number of educational tools that are technology related, we can increase their level of engagement. I think that Science is an easy content area to integrate into and engage students with, but sometimes I feel that our labs are already so set-up and planned for us, that opportunity isn’t always there. Though the content area does lend itself to constructing complex mental processes, what constructionist/constructivist founded tools or projects could we additionally use?
ReplyDeleteKelly Hart,
ReplyDeleteWe often use data tables that are already drawn in our student lab books and then students plot data into a graph by hand. Students could use a computer program to draw a table and then convert that into a graph. Students would probably really engage in this. That's one idea. Another idea could be to provide students with a problem that they should be able to solve over the course of a unit, or lab book in our case. Students could use technology to develop their project over time using what they learn in class.
Holly
Holly,
ReplyDeleteIn the constructionist classroom, the teacher serves as more of a facilitator, rather than an instructor. Your statement of "allowing our students to practice what they will be doing as adults in the real world" is a perfect example of why we need to take a constructionist approach in our classroom. Students need to be able to learn how to collaborate with other people under the aid of a facilitator as most of the careers out there operate on this same principal. The more situations similar to this that we create, the better prepared our students will be when real world applications come their way.
Ross