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/
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Hi Mel,
ReplyDeleteI really like your opening questions; they really exemplify the constructivism approach. Would you please expound upon the ways that you utilize technology in order to facilitate Project-based or Problem-based learning in your classroom.
Thank you and I look forward to hearing your ideas.
Lauren
Lauren-
ReplyDeleteI have been blessed to work in a new building that was built with technology in mind, making integration a little easier. In my project-based learning, I often have my students on the internet and making final products on the computer. For example, we are studying simple machines right now. My students will be creating their own inventions using simple machines and then presenting their sales poster and 'commercial' for the invention. We started by watching a few commercial examples on teachertube.com and then searching the internet for a few idea to get us started. The students work with a partner to generate an idea. When the partnership is ready, then they create their sales poster in Microsoft Publisher. On Tuesday, my kids will project their posters on the wall while they are doing their commercial in front of the class.
I would like to have the students tape their commericals in the future and use our own students as examples for next year.
-Mel.
Mel,
ReplyDeleteThat sounds wonderful. I also like the idea of using this year's commericals as examples for next year. I always think providing a "real" example is hepful.
Thank you for your response!
Lauren
Mel,
ReplyDeleteIf you could get the technology you wanted and needed, how do you think you might use technology to complete that type of project?
Hi Melissa,
ReplyDeleteI think it is great to have kids take what they have learned and complete a project to show their learning. I love the idea of having students make commercials. They must have fun. It is also great to teach older kids where they can make such fun projects.
Allison
Julie,
ReplyDeleteIf I made a list of technology that I would like to see in my classroom, it would probably be a set of clickers to increase engagement and a video camera to tape events. I currently have to check out a camera in the media center and it never seems to work properly or be ready at a moment's notice. Otherwise, I just need to use what I already have more.
-Mel.
Allison-
ReplyDeleteThe funny thing is when I left college I only wanted to teach second grade or below. Now, I wouldn't trade my fifth graders for anything. They are a fun age and are independent enough that they can do larger projects that interest them.
-Mel.