Constructivism in Practice:

            This week, in the course text Using Technology with Classroom Instruction that Works, I explored an instructional strategy that embeds technology: “Generating and Testing Hypotheses”, and its correlation with the principles of constructivist-constructionist learning theories. Jean Piaget, perhaps one of the earliest constructivist, theorized that “children construct mental maps as they encounter information” (Lever-Duffy & McDonald, 2008, p. 17).  These mental maps, or schemas, are created and altered when new information is assimilated or accommodated.  (Lever-Duffy & McDonald, 2008).  As described by Dr. Michael Orey, in the media segment Constructionist and Constructivist Learning Theories, information is assimilated when an individual is able to process information and fit it into what they already know.  In contrast, when individuals are presented with a new way of thinking, and are unable to fit in into a preexisting schema, that information must be accommodated (Laureate Education, Inc., 2011). 

            Constructivist and constructionist learning theories promote teachers as facilitators and a “learner-oriented learning environment” (Han & Bhattacharya, 2001, para. 15).  Constructivist theorists, such as the late Jean Piaget and current theorist Seymour Papert, believe that “knowledge is a constructed element resulting from the learning process . . . [and] is unique to the individual who constructs it” (Lever-Duffy & McDonald, 2008, p. 16).  Thus, each individual’s schema and learning is specialized and based on their own life encounters and experiences.  Currently, constructivism ideals are the “most influential force in shaping contemporary education” (Lever-Duffy & McDonald, 2008, p. 17). 

            The constructionist approach is similar in that “constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge” (Han & Bhattacharya, 2001, para. 11).  Moreover, constructionist learning theorists support the idea that individuals learn best when they create something they can share with others, a product known as an artifact (Laureate Education, Inc., 2011).  Thanks to new technology, the degrees of artifacts are seemingly endless.  From word processing documents to PowerPoint presentations, technology has opened doors to an array of artifacts that promote creativity and student engagement.  In addition to the production of artifacts, construtionism also sustains the employment of specified goals and expectations.  By doing so, students are better able to understand relevance of a lesson as well as the level of achievement that must be met.  Additionally, learners must be introduced to multiple strategies that will aide in solving problems that may be encountered (Han & Bhattacharya, 2001). 

            One instructional strategy that correlates with the constructionist approach is generating and testing hypotheses.  Although generating and testing hypotheses is generally associated with science is can be utilized in across all content areas (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Through this instructional strategy students are engaged in “complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of content” (Pitler et al., 2007, 202).  Constructionist views of learning, and generating and testing hypotheses support experimental inquiry, analyzing data and problem solving.  When generating and testing hypotheses, technology has the ability to play a fundamental role in reducing time spent on gathering data, while allowing more sufficient time for data interpretation (Pitler et al., 2007).  Through the use of spreadsheet software, online data collection tools and various web resources students are able to effectively manage their time and apply it to the skills that matters most.  Interpreting data is an essential 21^st century skill that is imperative in the world outside of the classroom.

            An additional educational technology resource that can help support generating and testing hypotheses and the constructionist learning approach are WebQuests. WebQuests are “inquiry-oriented activities that allow students in a class or form multiple locations to work together to learn about a particular subject or to tackle a particular project or problem” (Pitler et al., 2007, 145).  Not only can students venture on WebQuests but they can create WebQuests of their very own!  By incorporating WebQuests teachers can take on the role as facilitator while actively engaging their students in problem-based activities.  This week, I explored WebQuest.Org.  This site, which was recommended by my professor, provides educators with various links to find, create, and share WebQuests.

            Next year, I am looking forward to implementing new technology to help my students take control of their learning.  I hope to maintain the ideals of constructionists and help elevate learned helplessness amongst my students.  To do so, I will challenge them with problem and project-based instruction and provide them with the knowledge to undertake multiple instructional strategies such as generating and testing hypotheses. 

            Please check out some additional resources related to constructivist-constructionist learning theories as well as generating and testing hypotheses.  They can be found after the reference list. Enjoy!

References:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

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

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

Additional Resources to Explore!

WebQuest.Org – This site, which was suggestion by my professor, is an excellent resource which can be used to find, create, and share various WebQuests.

Elementary Student WebQuests – This site provides a list of links that lead to various interactive web pages and WebQuests that are geared toward students grades K-6. 

Prezi – Similarly to PowerPoint, Prezi allows teachers and students to display and present information in a creative way.  Although similar to PowerPoint, Prezi is more free form and can accommodate images as well as videos.  I highly recommend making your next presentation with Prezi!