Constructivism and Technology

What if I send more fish to this pond? What if I take away three of these fish? What would happen if the algae was more productive and overgrew in the pond? These kinds of questions that students face when they are working with constructivist technology programs. Programs that help students hypothesis and test their theories fall in this technology umbrella. As the students use trial and error to navigate through the programs, they are investigating their theories and receiving quick feedback on those decisions (Orey, 2001).

Back in the classroom, constructivism is found through project based learning. A project that the students in the classroom across the hall from mine are currently working on meets the criteria for a project such as these. The fourth graders have been studying the regions of the United States throughout the year. They have now each been assigned a state to design questions about and then research to answer those questions. Now that the research is done, the students are taking what they have learned and displaying it on presentation boards. These boards will be on presented and the class will be able to ask questions and clarify the information. Not only did fourth grade construct their boards and presentations, they also were constructing their own learning along the way (Orey, 2001).

-Melissa



Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved MAy 28, 2009, from http://projects.coe.uga.edu/epltt/

As I look at a picture of the Grand Canyon, two major events are happening inside my brain: 1. the brain is organizing the information that is streaming in through my optic nerves and the feelings that I am associating with the picture, 2. the brain is also accessing the memories from our trip to the Grand Canyon the summer before fifth grade, as well as the subsequent trip as an adult. In cognitive learning theory, I am learning. I am creating and strengthening pathways through my neurons to establish access to this information again (Orey, 2001).

Now how do I store this information so that I can retrieve it when I am looking for the same picture at the Grand Canyon gift shop next time I am in the area (only 1,636 miles from home)? Using some strategies from the reading this week in class, I could start with a concept map to lay out the different parts of the picture and how they are related. The neurons in my brain would be thickening the path to retrieval by giving it a new way to organize the information and “showing” my brain new ways to connect the information to what I already know. The process is much like putting up new street signs along the way to a place I have never been or have not recently visited. The more times I organize and retrieve that information the clearer the signs will become and I will not have to slow down to read them. Cues (like landmarks) along the way will also allow the process to speed up as I follow the path over and over (Hubbell, Kuhn & Pitler, 2007). Eventually, I will be looking for the picture with the tree to the right and the red-orange glow of the sunset, the color of my favorite sweater.

Another strategy that can be use to process the information and make the path an easier journey back to the memory storage would be summarizing and note taking. On a sheet of paper that will accompany me on the journey back to the Grand Canyon gift store, I would write down details of the picture and note distinguishing features of the object. Based on time limits and carry-on space, the description would not be one of great detail, but enough to help me locate the one I seek. Short, logical, organized thoughts should be sufficient to find the piece (Hubbell, Kuhn & Pitler, 2007). Again organizing my thoughts, directs my brain to new ways of locating the information later.

Next trip to the Grand Canyon, I will be looking for a framed copy of the picture. Until then, I have stored that information and will be able to access it as soon as the sight of the canyon triggers the path back to my long-term memory. I will take my notes and maps, this is assuming that my camera is not working and I have no other way to store the picture so I can find it’s twin!

-Mel.

Hubbell, H. ;., Kuhn, E. R., & Pitler, M. (2007). Using Technology with Classroom Instruction That Works [USING TECHNOLOGY W/CLASSRO]. Alexandria: Ascd.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt

Behaviorism

Behaviorism brings to the classroom reinforcement, practice, and rewards to the classroom. As we connect our students to the technology available, we also bring some of that behaviorism with it.

Before my students can use their higher order thinking skills, they must have a background of knowledge to access. For example, if I want my students to solve a multi-step word problem, it is imperative that they first know how to calculate the problem and have basic facts readily available. To practice these facts, we can utilize technology programs that allow students to practice the facts and create paths in their brain to make those facts instant. With each addition of an online program to practice the basics, we add another way for our students to practice and get instant feedback, which reinforces their effort immediately. These programs are not limited to the classroom as more and more families join the online community. As we are connected, homework has also begun to change, with student able to work at home and email work to the teacher, or logging in to a site to take a quiz that can be accessed later by the teacher to be recorded in the gradebook. Students can work with programs that they feel successful using from home allowing them to continue practice at home.

Our world is changing and our schools need to access what is available to enhance our students' learning.

-Melissa