Constructivist Theory and Emerging TechnologiesBy Tina Lufman EDU255—Week Two Discussion Two
Constructivist Theory (http://tip.psychology.org/bruner.html) focuses on a way of learning where students construct meaning by going beyond what they are taught. The new Web 2.0 technologies that are emerging today can certainly facilitate constructivist thinking and learning. The students and teachers are responsible to create this reality for themselves and their classrooms respectively. Learning will not likely take place regardless of the learning tool without desire, discipline, and dedication. Each of the Web 2.0 tools we read about in Handbook of Emerging Technologies for Learning by George Siemens and Peter Tittenberger create the connectivity to allow for better teaching in hybrid, online and the face to face environments.
Social learning can be greatly enhanced when using Wikis. One instructor on our campus created a vocabulary Wiki for her class last semester. The students chose their own words they came upon while reading The Kite Runner and loaded them into this Wiki. At the end of the semester, the instructor used these words for the Vocabulary Final Exam.
Situated learning can be enhanced using YouTube videos. Many instructors create these videos to demonstrate how to complete assignments. Artists can show students how to paint, draw, sculpt, and so on. English teachers can show students how to write various types of papers, and math teachers can demonstrate solving various math equations. Tegrity and Camtasia are other video tools that have even greater potential since the students can view the demonstration as well as a Power Point or other similar presentation to narrate the main ideas.
Reflective learning is another benefit of Web 2.0 technologies. I have personally asked students how they feel about using discussions in college online courses, and the majority prefer these over face to face discussion. The more quiet students have the time to think and reflect on what they want to say without being in “competition” with those for whom words come quickly and easily. Many students felt they had more time to give a well considered response and to listen to their peers. Very few students actually would confess to preferring the classroom situation where they can jump in and “monopolize” the discussion.
Multi-faceted learning relates to Multiple Intelligence Theory where proponents believe the more ways instructors allow students to access curriculum, the more likely students will be to gain understanding of the material. When we add the visual aspect of video and other computer-based graphical interfaces, the aural aspect of recorded messages and text readers, and the kinesthetic aspect of interacting with a computer through the keyboard, mouse, and various drawing and selection tools, we can only increase the likelihood that students will engage in the material being presented. How much more interesting is it to study and learn while watching, listening, and keying into a computer device over reading a textbook!
I have observed this firsthand in the GED classroom. Students would come into the room and work out of textbooks for part of the class time, listen to a short lecture, and then participate in groups. Finally, students would get onto a local computer in the classroom to study through software programs, computer math games, and more. Students who were mostly playing with their pencil during the first part of the class period when working out of the book would be more engaged for the entire rest of the time. Emerging technologies deserve our attention as serious tools to enhance learning for students of the 21st Century.
Constructivist Theory (http://tip.psychology.org/bruner.html) focuses on a way of learning where students construct meaning by going beyond what they are taught. The new Web 2.0 technologies that are emerging today can certainly facilitate constructivist thinking and learning. The students and teachers are responsible to create this reality for themselves and their classrooms respectively. Learning will not likely take place regardless of the learning tool without desire, discipline, and dedication. Each of the Web 2.0 tools we read about in Handbook of Emerging Technologies for Learning by George Siemens and Peter Tittenberger create the connectivity to allow for better teaching in hybrid, online and the face to face environments.
Social learning can be greatly enhanced when using Wikis. One instructor on our campus created a vocabulary Wiki for her class last semester. The students chose their own words they came upon while reading The Kite Runner and loaded them into this Wiki. At the end of the semester, the instructor used these words for the Vocabulary Final Exam.
Situated learning can be enhanced using YouTube videos. Many instructors create these videos to demonstrate how to complete assignments. Artists can show students how to paint, draw, sculpt, and so on. English teachers can show students how to write various types of papers, and math teachers can demonstrate solving various math equations. Tegrity and Camtasia are other video tools that have even greater potential since the students can view the demonstration as well as a Power Point or other similar presentation to narrate the main ideas.
Reflective learning is another benefit of Web 2.0 technologies. I have personally asked students how they feel about using discussions in college online courses, and the majority prefer these over face to face discussion. The more quiet students have the time to think and reflect on what they want to say without being in “competition” with those for whom words come quickly and easily. Many students felt they had more time to give a well considered response and to listen to their peers. Very few students actually would confess to preferring the classroom situation where they can jump in and “monopolize” the discussion.
Multi-faceted learning relates to Multiple Intelligence Theory where proponents believe the more ways instructors allow students to access curriculum, the more likely students will be to gain understanding of the material. When we add the visual aspect of video and other computer-based graphical interfaces, the aural aspect of recorded messages and text readers, and the kinesthetic aspect of interacting with a computer through the keyboard, mouse, and various drawing and selection tools, we can only increase the likelihood that students will engage in the material being presented. How much more interesting is it to study and learn while watching, listening, and keying into a computer device over reading a textbook!
I have observed this firsthand in the GED classroom. Students would come into the room and work out of textbooks for part of the class time, listen to a short lecture, and then participate in groups. Finally, students would get onto a local computer in the classroom to study through software programs, computer math games, and more. Students who were mostly playing with their pencil during the first part of the class period when working out of the book would be more engaged for the entire rest of the time. Emerging technologies deserve our attention as serious tools to enhance learning for students of the 21st Century.
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