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
