I saw this on Fishburne's (2008) site and had to include in on our discussion regarding constructivism in the classroom. Constructivism places the teacher in a guidance role in which he/she steers students in the right direction. Without the guidance discussed in constructivist principles, learning outcomes would surely lead to misconceptions.
After extensively studying learning theory, a central theme in meaningful learning is the internal desire for making connections and building relationships. To say that this idea highlights connecting with a group of people, I am not educated enough to say. However, the constructivists believe that social interaction is vital in cognitive development. I believe this approach to learning has increased since the rise of the internet. Both Rheingold (2008) and Zittrain (2009) propose the network structure developed by the internet rekindled cultural beliefs of responsible communication and sharing of resources. Therefore, technology imitates natural instincts and improves the capacity for collaboration. Another aspect of the internet improving collective performance involves the ability for the individual to see immediate results increasing interest for cooperation (Rheingold, 2008). Altogether, there are tasks that are too difficult to complete alone and collaborative projects are the answer when individual effort impedes transfer of knowledge.
It has already been discussed that technology promotes collaboration. Open source software is an example of the Internet’s vast capacity of enhancing human cooperation. However, interaction is not just about selected technology tools. According to constructivist principles, learners bring cultural experiences and internalized motivation that teachers can use to promote learning (Driscoll, 2005). Collaboration involves sharing experiences, skills, and reflections to achieve understanding and accelerate development. The internet readily promotes these ideals by offering resources for discovery and project-based learning, motivation for instruction, and communication tools for internalization (Cofino, 2010). The final outcome reveals that learners exhibit authentic interpretation and performance.
Instructional design, using constructivist pedagogy, requires selection of digital media to guide learners and bridge the gap between content and applicable knowledge. The significance of a culture of collaboration is emphasized with technology integration especially when open source software and web 2.0 tools are integrated into learning activities (Anderson, 2010). Students construct knowledge while working in groups on collaborative projects incorporating wikis, blogs, Google Docs, meeting whiteboards, instant messaging, virtual environments, and other web 2.0 tools. Examination of these tools reveals the importance of interactive instruction and ease at which the internet facilitates a constructivist classroom.
References
Anderson, C. (2010, April 12). New additions to the digital backpack. Message posted to http://carlanderson.blogspot.com/
Cofino, K. (2010, March 10). Creating a culture of collaboration through technology integration. Message posted to http://kimcofino.com/blog/2010/03/20/creating-a-culture-of-collaboration-through-technology-integration/
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Fishburne, T. (2008, September 8). If kids designed the food pyramid. Image posted to http://www.tomfishburne.com/tomfishburne/2008/09/if-kids-designe.html
Rheingold, H. (2008, February). Howard Rehingold on collaboration. Vodcast posted to http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
Zittrain, J. (2009, September). The web as random acts of kindness. Podcast posted to http://www.ted.com/talks/jonathan_zittrain_the_web_is_a_random_act_of_kindness.html
I agree. Students need the opportunities to interact with their peers and the world to create meaning to their learning. Your visual aid is a great respresentation of if students ruled the world. Althought students need a voice in their education, boundaries are needed to ensure that skills and concepts are being mastered. The constructivist present educational theories that may be the key to solving the struggles of the education system, but how do we encourage to follow these strategies? What are your opinions on incorporating either theory into education without limitations by the school district etc.?
ReplyDeleteWell said, Marci. The idea of collaborating to better understand and to increase the development of ideas and using technology to do so, makes the constructivist theory one that makes sense in education and in the "real" world. Using social networking to enhance this collaboration in the k-12 environment is still a barrier. My district is still debating its merits. There is no doubt that collaboration enhances learning,and "facilitates the constructivist classroom",but how long will it take for education in general to come into the 21st century?
ReplyDeleteTo the first post, encouraging constructivist strategies such as project-based and discovery learning will require slow diffusion. The process of allowing students to be independent learners will not occur over night. Instead, the lead teacher should model the correct way to implement these strategies with a small group of students. I am thinking of peer teaching where other teachers visit in your classroom to observe teaching strategies. This is a great beginning, but if the strategies aren't working in your classroom, another strategy may be a better fit.
ReplyDeleteThe pressure to perform state standards certainly limit time in implementing these strategies. However, the more we integrate them into our classroom, the easier it becomes to merge into regular routine. I believe an integrated approach to all the theories is the best route including the best and practical implications for teaching.
Thanks for responding!
To LaVerne,
ReplyDeleteGreat question about when the educational system will catch up with the rest of the innovative world. Honestly, in my school, I still see more "Industrial Revolution" type teaching where the kids are listening to lecture and take quizzes to assess learning. We are coming around to more small group activities and individualized intervention, but the transition is certainly a slow one. Isn't this crazy? The fact that we are educating tomorrow but not using tomorrow as a model. It just blows my mind!
Thanks for responding!