Constructionism asserts that knowledge is not simply transmitted from teacher to student, but is actively constructed by the mind of the learner. Constructionism suggests that learners are particularly likely to create new ideas when they are actively engaged in making external artifacts that they can reflect upon and share with others. (Thurmond, 1999) By incorporating technology to support our learners as designers, for example, helping them create their own video games, robots, and websites we will allow them to create new ideas that they can share with others while being active participants in the learning process.
Another critical aspect of the constructionism theory is that the teacher ask more as the facilitator in this environment. Most of what I teach is project based. I find that when students get stuck, they want the problem solved for them, rather than engage in any sort of critical thinking or problem solving. I make a point to encourage critical thinking and problem solving in every lesson. My students need this now more than ever. This environment definitely promotes the use of these skills and should be incorporated as much as possible.
When students generate and test hypothesis they are engaging in complex mental process, applying content knowledge, and enhancing their overall knowledge of he content. (Pitler, 2007) This strategy fully supports the constructionism learning theory by actively engaging students in a project that incorporates the use of a variety of tasks which
allows for the construction of an artifact they have the ability to share with the class. “When teachers vary the processes in their classrooms, they are following the classroom recommendations that their students be engaged in different types of hypothesis generation. (Pitler, 2007)
Thurmond suggests that learners are particularly likely to create new ideas when they are actively engaged in making external artifacts. The use of data collection usually answers some questions and generates new ones. “Using data collection tools enables students to see the bigger picture and recognize patterns.” (Pitler, 2007) Data collection can involve, research, cooperative learning, graphing, charts, analyzing, comparing and critical thinking.
Using this type of educational technology brings together the fundamentals of the constuctionism theory of active engagement, problem solving, critical thinking and the creation of artifacts.
References
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thurmond, A. (1999, May). Seymour papert & constructionism. Retrieved from http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html
I agree that a key aspect of constructionism is that the teacher plays the role of the facilitator. It is our job to provide our students cues and questions to encourage them to solve their problems on their own. One way to increase student’s ability to generate and test hypotheses is allow them to solve them in groups. Students can collaborate with each other and develop the best way to solve the problem. Technology can assist students in creating their artifacts or displaying their results. Students can use those technology programs to manipulate their data and easily display their results. Students will increase their problem solving skills and 21st century skills at the same time.
ReplyDeleteI agree, providing cues and questions to allow our students to problem solve on their own in critical. My students need to be more independent when it comes to critical thinking and problem solving. Technology can facilitate critical thinking and problem solving skills in a variety of different ways. We can also teach cross curricular subjects wit the assistance of educational technology.
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