Constructionism and constructivism are used interchangeably to mean that each individual constructs his or her meaning by building something (Laureate Education, Inc., 2008). The main aim is to build students to fill job related positions that have not yet been developed. According to Orey (Laureate Education, Inc., 2008), constructionist’s main point is to have students actively engaged in learning, and in the process of creating artifacts. Project-based learning tools do not only develop a method to utilize the potential of educational technology to make constructionism practices seamless and more accessible, but also keeps students actively engaged. Teachers, however, must give clear guidelines to avoid ambiguity and confusion. Likewise, students usually construct their own understanding and knowledge, through experiences and reflection on those experiences. Hence, students are encouraged to use active techniques to create knowledge, then to reflect on what they are doing, and how their understanding is changing.
There are several technology tools available in the classroom and care must be taken to choose the most suitable tool that will generate the required results. In addition, the tools must be intended for the correct age level. Generating and testing hypotheses is an instructional strategy that embeds technology. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content. With this in mind, constructionist learning theory correlates with the instructional strategy that generates and tests hypotheses. This learning theory emphasizes the need to build or construct artifacts; hence, students will be integrally involved in the learning process. Therefore, it is anticipated to have a spiral effect on students’ ability to understand and apply knowledge learned in, and outside the classroom.
Technology can play a vital role in generating and testing hypotheses because the process of gathering data has lessened and the time for development of interpretative skills can be increased (Pitler, et al, 2007). Spreadsheet software, data collection tools and web resources are excellent technology tools for enhancing classroom practice of generating and testing hypotheses. It was Pitler, et al (2007) who mentions six tasks that teachers can use to help students generate and test hypotheses- system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. These tasks would help to develop 21st century skills that are not only applicable to the subject area, but also to the world of work.
I believe that when students are involved in the decision making process, they have a sense of self worth, and therefore can influence the learning process. I find that students who share in the learning process are usually achieve high standards.
Reference:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I think your comment on getting your students involved with the decision making process is a very pertinent comments and really does make a students feel he is vested in the topic.
ReplyDeleteKeeping students actively engaged creates a great opportunity for a student to learn to his or her potential. Project based learning is a great opportunity to keep all students even if they are different types of learners involved and engaged in the lesson.
Some great comments, I look forward to reading more.
Dave Pavlick
Patrice,
ReplyDeleteYou make a very good point about spending less time on logistics and more time spent on interpreting data as well as learning the content. Technology has made project and problem-solving based learning easier to implement. Students are able to generate and test hypothesis quicker with the new technology that is available and determine whether their hypothesis is correct and if it isn't they are able make the necessary changes. Therefore educators must have the access to the appropriate resources for their content and be able to utilize them effectively.
Patrice,
ReplyDeleteI agree with your comment of keeping the students involved in the decision process makes the students feel like they have a purpose and tend to set higher expectations. When I did a project with 5th graders and I left it up to them as to how they wanted to create it, I felt that I received much higher quality work and they were proud of it. Great post! Have a great weekend!
-Marie
Dave,
ReplyDeleteThanks for responding to my post. It is always a pleasure to hear from my fellow colleagues. Helping students to achieve at their highest potential is always something I look forward to. As you have rightly said, when students are actively engaged, they create much better opportunities for learning.
Thanks so much again.
Patrice
Valerie,
ReplyDeleteThanks for your response to my blog. Technology has not only made project and problem-solving based learning easier, but has also made our jobs, as educators, much easier too. Thanks again for your post.
Patrice
Marie,
ReplyDeleteThanks for your response to my blog. I also believe that we have to use different strategies on different children. We need to know our students and what works for them. If you can get them to do a project all on their own with little teacher intervention, and produce quality work, then all props for you. Thanks again for responding.
Patrice