My Understanding of the Constructivist Theory

The constructivist theory takes a key role in integrating technology. As stated, by Berryman (1994) “one aspect of constructivism is the social collaboration that takes place. Collaboration is a key in applying constructivist principles, whether the collaboration take place between teacher and student, or student to student.” As a teacher we, provide the scaffolding and support for students to acquire the appropriate skill. Collaboration is also not limited to one physical classroom. With the World Wide Web, collaboration can occur online, where students view peers as resources for support as well.

 

In any classroom, each student brings different skills, including computer-based skills, and unique learning styles to the learning process. Each individual can support the unique thinking and learning skills of another.  For example, multimedia has the ability to cater to individual preferences and support what can be described as constructivist pedagogy. Constructivists believe that knowledge is constructed socially using language; everyone has different social experiences resulting in multiple realities. This is important when maintaining a constructivist classroom while integrating technology while educators need to understand that learners will require a variety of different experiences.

 

Instructional technology was meant for two uses in schools: learning about computers and using them to create basic skills. As this was being developed in schools, it turned more into computer literacy, where students learned many different things about the computer, including: terminology, programming, ethical and social uses of computing and much more. In order to implement this technology, the teachers and aides had to be trained in the technology first, in order for their students to learn. (Berryman, 1994)

 

The constructivist theory states that students are given tools to construct their own knowledge. Applying the constructivist theory with technology integration can allow students to work to their fullest potential. Constructivist learning wants the educators to adopt the idea that each learner will construct, obtain, and interpret their own knowledge differently. This active process and allows the students to make sense of their world. When it comes to integrating technology into classrooms, constructivism has not always been the root theory. Previously, the philosophy of technology instruction followed the idea of Instructivism. Instructivists argued that using an instructional system design model could be useful to identify what is to be taught, determine how it will be taught, and evaluate the instruction to determine if it is effective. Although this could be effective as far as evaluation, the constructivist point of view has also developed and is now considered when integrating technology instruction. (Berryman, 1994)

 

When maintaining a constructivist classroom while integrating technology, educators need to understand that learners will require a variety of different experiences. This is why a constructivist may consider these three questions when it comes to any type of instruction: First, What does it mean to know something? Second, how do we come to know it? And third, how does this knowledge influence our thinking processes? The constructivists argue that the systematic process offered by instructionalists is a problem because there is nothing systematic about how we learn or construct knowledge. Also, activities need to be incorporated so that learners experience real world relevance while using technology. One benefit of using technology for instruction in today’s world is that communication technology has allowed for constructivists principles to still be maintained; constructivists see technology as a powerful learning tool. As educators hold strong to their learning theory beliefs and design their classroom around those theories, it is important to note that technology is not an instructional choice anymore, but a necessity in today’s classrooms. (Berryman, 1994)

 

 

Berryman, S. (1994). Cognitive science: Challenging schools to design effective learning environments. New York: Columbia University, Teachers College, Institute on Education and the Economy.

Chapter 5 and 6: William Kist

I really enjoyed reading The Socially Networked Classroom by Kist’s because it attempts to navigate the socially networked classroom and their struggles against the barriers that we all encounter—lack of technology, lack of support, lack of time, and, of course, standardized curriculum and testing. Their experiments weren’t always successful, but each attempt gave them insights that helped them further refine their methods. It also demonstrates how Social networking in an unlimited tech environment, some teachers are able to work in a kind of filter-less bliss. For these teachers, they don't need to worry about having to mimic Web 2.0.

They can use the real thing live, seemingly with few difficulties. Also, this chapter includes some “off campus” settings in which Web 2.0 activities may be housed—such settings as libraries, afterschool clubs, film festivals, and home. He spoke of Web sites like Facebook and Twitter and how they have transformed the way young people interact and communicate. With appropriate guidelines students' social networking skills can be harnessed to develop new literacies and deepen teaching and learning in the 21st century. I have found out with experience from implementing these creative ideas in my class that it really helps my students learn.

He also points out that With this accessible guide for Grades 5 - 12 teachers of all levels of technological expertise can help students develop the new literacies necessary to succeed in a digital Web sites like Facebook and Twitter have transformed the way young people interact and communicate. One example given in his book is that After months of looking, there was only one teacher he could find who admitted to using Facebook unfiltered within the school day in a K–12 setting, and even this teacher said that it “flew under the radar screen” of his school's administrators. We set one up for our classroom to discuss books and it is wonderful. To see them put their thoughts down and discussion about those thoughts is amazing from my special education class.

In chapter six “Refill” which is this final chapter, returns to some of the overarching themes we educators continue to encounter as we grapple with the implications of screen-based communication tools. Being a high school teacher, I often think the transition in the monitoring of students is abrupt as they graduate from high school. I usually have to cover a study hall a couple of times as part of my schedule, and I think how odd it was that we, as a society, expect our students to ask permission to leave a study hall because they are done or to go to the bathroom, while the very next day, after graduation, their whereabouts are their own business. This kind of in-school restriction seem arbitrary and unnecessary to me when in the midst of it. Yes I know some may skip or roam the hallway but they will suffer the consequences just as they would in the real world.

 

Kist, W. R. (December 9, 2009). The Socially Networked Classroom: Teaching in the New Media Age. Thousand Oaks: Corwin Press Inc.