Dr. Michael Orey defines constructivism as being “a theory of knowledge stating that each individual actively constructs his/her own meaning” ( Laureate Education, 2009). In the online book, Emerging Perspectives on Learning, Teaching, and Technology, constructionism is defined as “[knowledge] actively being constructed in the mind of the learner” (Orey, 2001). Both the constructivism and constructionism learning theories are supported in chapter 11 of Using Technology with Classroom Instruction that Works.
In this chapter the authors discuss generating and testing hypotheses. All technologies: spreadsheet software, data collection tools, and Web resources discussed in this chapter allow an individual to take an active role in their learning. However, it is my personal opinion that the use of spreadsheets and data collection tools correspond more with the constructivist belief that there is no absolute right or wrong response. How each student interprets the information recorded on the spreadsheet or in the data chart is based on their own thoughts and knowledge. It was mentioned that many classroom teachers do not want to waist time teaching students to create a spreadsheet (Pitler, Hubbell, Kuhn, Malenoski, 2007). If the child was provided the opportunity to learn how to properly create a spreadsheet or data chart, their understanding of how and why they got certain results will be greater and more unilateral. Creating both the spreadsheet and the data chart would make the learning more concrete and more meaningful to the individual.
The web resources discussed in the chapter relate more to the constructionist view. The web resources such as the gaming software allow students to immerse themselves in the activity which makes it more significant and hands on. These types of resources “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life”(Pitler, Hubbell, Kuhn, Malenoski, 2007). Using these resources provides students with an opportunity to do something that many individuals will normally not be able to do. It allows students to take on roles and become involved in the lesson. They can truly be a part of the activity which makes it more memorable to the learner.
Resources:
Orey, Michael (Ed.). (2009) Cognitive learning theory.
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.
Julie,
ReplyDeleteI like the idea of using the virtual teaching situations. It would help to solidify the information the students are trying to learn if they can actually experience it. Obviously students cannot experience World War II because it has already happened, but in Dave McDivitt's game they can. I think that not only by putting information in a game but actually letting them feel like they are there really helps students understand the material and remember it better.
Lindsay,
ReplyDeleteI think that games such as Dave McDivitt's is a great way for students to experience things that they would normally not have an opportunity to experience. So many of our students live in the virtual world. Why not give them an opportunity to create an artifact around something we know they already enjoy.
Mr. Pitler,
ReplyDeleteI went to click on your comment and I hit the trash can on accident. I am sorry to have deleted your comment. Could you please re-post? Thank you!
Julie,
ReplyDeleteI agree with you that students should learn how to use and create a spreadsheet to make the lesson the most meaningful. However, I do think that age plays an important factor on when to have the students create the spreadsheet. I think 5th or 6th grade is a good age to start teaching the students how to create a spreadsheet. What age do you think is best?