The Constructionist View of learning is based upon the belief that students learn best when they create artifacts that can be shared with others (Laureate Education, Inc., 2011). Technology can be used in the generation of these artifacts, while simultaneously increasing student motivation. This week we learned about the instructional strategy, Generating and Testing Hypotheses, as well as project-based, problem-based, and inquiry-based approaches to learning. Each of these instructional strategies promotes learning in a constructionist based classroom.
In our course text, Using Technology with Classroom Instruction the Works (2007), the authors discuss the strategy Generating and Testing Hypotheses. They maintain that this strategy is effective in all content areas and mention three different technologies that enhance its use, spreadsheet software, data collection tools, and Web resources (Pitler, Hubbell, Kuhn & Malenoski, 2007). Each form of technology can be used in the classroom in the construction of a learning artifact.
Spreadsheet software, such as Microsoft Excel, can be used to record and analyze data. The students can create spreadsheets that they could then use in the construction of a related graph. Data collection tools vary, but include scientific instruments and the Internet. These tools are used to collect data and expand knowledge by studying patterns in the data. Web resources, focused on inquiry-based learning, include games and interactive applications such as WebQuests. These resources help students to gain an understanding of certain information and make educated judgments based upon this knowledge. Each of these types of technology can be used effectively in the classroom as a way of creating an artifact that demonstrates meaningful learning.
The Constructionist Theory of Learning is based upon knowledge being constructed. This gain in knowledge is demonstrated by the creation of an artifact. Project-based and problem-based learning do just that. Both methods of learning involve students constructing knowledge through investigation. This knowledge is then applied to create a product or performance, or to solve a real-world problem . Both methods are student-centered which is an essential component of constructionist methods. By using these instructional strategies, students should be actively engaged in learning and able to share evidence of this learning through the creation of their artifact.
References
Spreadsheet software, such as Microsoft Excel, can be used to record and analyze data. The students can create spreadsheets that they could then use in the construction of a related graph. Data collection tools vary, but include scientific instruments and the Internet. These tools are used to collect data and expand knowledge by studying patterns in the data. Web resources, focused on inquiry-based learning, include games and interactive applications such as WebQuests. These resources help students to gain an understanding of certain information and make educated judgments based upon this knowledge. Each of these types of technology can be used effectively in the classroom as a way of creating an artifact that demonstrates meaningful learning.
The Constructionist Theory of Learning is based upon knowledge being constructed. This gain in knowledge is demonstrated by the creation of an artifact. Project-based and problem-based learning do just that. Both methods of learning involve students constructing knowledge through investigation. This knowledge is then applied to create a product or performance, or to solve a real-world problem . Both methods are student-centered which is an essential component of constructionist methods. By using these instructional strategies, students should be actively engaged in learning and able to share evidence of this learning through the creation of their artifact.
References
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
I also think the generate and test hypothesis idea can be used in different subject areas as well. I teach science, so this is something I like to try and have the students do throughout the year, but I know I do not do enough of it. With this new idea in mind, if I had more school left, I would love to try and find ways to use this theory in Math. I already have some ideas such as giving students 3D shapes and letting them try to figure things out such as surface area and volume. The students could generate a hypothesis about how this works, and then they could see if the hypothesis is correct.
ReplyDeleteThanks for sharing Thomas. I appreciate your comments.
I am very intrigued by the testing and hypothesis technology tools mentioned in our book this week; however, as a language arts teacher, I had a difficult time coming up with applications for my classroom. I am not a very good spreadsheet person, either, although I love how they work! Any insights as to what an English teacher could do with these types of tools?
ReplyDeleteMary,
DeleteI teach social studies and it is very easy for me to find many different ways to use applications like spreadsheet. I see you dilemma on how to use them in a language arts class. I do not know how effective this would be, but could you have students use an excel spreadsheet as a way to organize characters and plots in a book, or write out groups of prepositions, transition words, or verbs. I could go on and on but I am sure it would depend on the grad level in which you teach.
Thomas,
ReplyDeleteThe Youtube video "Transformed by Technology" that you put on your blog is fantastic. The teachers are incorporating thoughtfully produced technology projects designed to help the local community, and the students are so motivated. What a wonderful example of project-based learning. I love the fact that these high school students are being assessed on their stand and deliver presentation, plus ongoing assessments through out their work. No high stakes tests! Love it! This needs to be the way education should go, in order to get our students ready for the 21st century workplace.
Janet,
DeleteMy thoughts exactly! The use of standardized testing is no longer valid in my mind when teaching students using project-based and problem based assessments. The argument can be made though, that by teaching students to learn and think critically about information using these forms of lessons can help them on standardized test. But I am with you, this needs to be the new assessment for schools throughout our country. The only problem is that the state governments make so much money off of standardized testing that I think it is going to take a long time before we see a streamline change in this countries approach in assessments from the government.