“Constructivism is at present the most influential force in shaping contemporary education” (Lever-Duffy, J. & McDonald, J., 2008). With that, it is important to understand the resources that correlate with the constructivist constructionist learning theories. The tools we will use are learner centered. The students will take responsibility for their own learning, and use “external artifacts” to understand the content (Orey, 2001).
The first resource I looked at was generating and testing hypotheses in the book, Using Technology with Classroom Instruction that Works. The students will be able to learn with technology and understand the goals. Technology can also help students “spend more time interpreting the data rather than gathering the data” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students can use a spreadsheet to gather the information. Instead of taking class time to gather work, students will let the computer do that. To take it a step further, the teacher can create a template so the students do not need to take more class time creating the spreadsheet. The Internet has great resources for students to get real world examples and data. The background knowledge will be built while students make decisions and teat the outcome.
Students also can use project-based learning. This is learner centered. It increases students motivation, gives students choice, and enables students to access more information (Orey, 2001). With constructionist constructivist theories, students build their understanding from external artifacts that fit into what they already know or accommodate the information. The way one person perceives the information might be a little different to the next students. Either way, they are gaining an understanding. By using project-based learning, students understand the information in a way that works best for them. If one website or spreadsheet does not work for them, they can choose a different one while getting the same information.
Overall, students gain their understanding by using artifacts and information in a way that fits their learning style. Spreadsheets and project-based learning are two examples of tools to use with students.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I too was impressed by the ablility to use a spreadsheet as a learning tool which allows for sophisticated data analysis without worrying about the details of calculations. It is amazing what types of simulations can be done now do test hypotheses using a simple spreadsheet tool. As you said, the teacher can very easily create the template so that students spend the majority of their time with the higher order thinking of analyzing and testing their hypotheses.
ReplyDeleteJust to follow up on the previous post which I think voices the real value of this technology application. Students can spend more time problem-solving and collaborating instead of just engaging in busy work. This is where real learning takes place.
ReplyDeleteI agree. It does create a little extra prep work for the teacher, but it manages the students very well! If students were to use paper and pencil, for example, it would take extra time to get the project set up.
ReplyDeleteAs a science teacher I love project based learning but I have found a huge problem. My students will not complete the project even when they have been given time in class to do the projects. I think using technology will help increase the number of students handing in assignments.
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