Week 4: Constructivism & Educational Technology

This week, in Using Technology with Classroom Instruction that Works, you explored an instructional strategy that embeds technology: “Generating and Testing Hypotheses.” Reflect on the strategy and how it relates to constructivist/constructionist learning theories. Consider the project-based learning tools you explored. How do they correlate to the instructional strategy and constructivist/constructionist learning theories?

No matter what the subject area a teacher focuses their teaching on, teachers should be giving students opportunities to solve real-life problems on a regular basis. The wonderful thing about technology tools we have available today is they help us collect and organize our data much faster than ever, so our computational tasks are minimal, therefore allowing students to concentrate on analyzing data and making predictions. Pitler, Hubbel, Kuhn, and Malenoski (2007) discuss how important it is for educators to vary the type of critical thinking (testing hypotheses) situations for students. (These include systems analysis, problem-solving, historical investigation, invention, experimental inquiry, and decision making)

In the constructivists learning point of view, classrooms have transitioned from a teacher-centered classroom to a student-centered classroom where students make conjectures, then test them by experimenting, then make a conclusion or decision based on their data. This "scientific process" is a problem-solving process that can be used in all content areas, especially across content areas.

The idea that students will learn best using only constructivist-based methods would be difficult to believe for all concepts, but to use it for appropriate situations to make learning permanent and meaningful is a great way for students to see value in what they are learning while being able to deepen their knowledge as they take ownership in their products. In my math class, students will be using the Explore Learning website to develop their own construct of knowledge about functions. The activities on this site are interactive and are supplemented with a student guide that literally guides students through the process from concrete to abstract understanding. Patterns in funtions will also be investigated through their virtual field trip to investigate patterns in real life and how they can be used in music, codes, and even to design space suits.

References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: AuthorPitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.