To ensure that the constructivist approach functions optimally, teachers must therefore ensure that the interactional and social situation within each group is managed effectively as well.
Young (2003) notes that another challenge facing teachers and students is the implementation of technology in the constructivist classroom. The specific challenge here is that, more often than not, computer technology has been subject to the traditionally constructed classroom, where knowledge about and by means of computer technology has been divulged under the assumption of static, learned skills. Young (2003) suggests some important and dynamic changes to implement technology in the classroom.
First, the assumption must be cultivated that computers and knowledge about and by means of computers, just like all other forms of knowledge, are continually in flux. Indeed, this is even more so for information technology than other academic fields. To teach students as if this is not the case is particularly counter-productive in terms of computers, precisely because of their rapid development. Instead, students should be given the tools to master new computer skills when these are necessary, rather than learning to work with an single system in a static manner. Young emphasizes that the outmoded functions of computer-assisted learning, such as using computers to teach irrelevant subject matter, has been outmoded by the current movement of using technology as one of the tools to enhance intellectual partnerships.
In groups, for example, students can now use the Internet and other computer search functions to construct knowledge about any subject matter presented to them. Indeed, the age in which we live is highly conducive to the constructivist approach, as information technology lends itself perfectly to collaborative and autonomous learning. The teacher's role in this regard is simply to provide the access and basic skills necessary to cultivate these paradigms of learning.
Morrison (2003) takes this a step further by suggesting that the online environment itself can act as a useful tool for learning. Computer conferencing, for example, can greatly enhance the construction of individual and group knowledge. This can be applied to the classroom in several ways. In the classroom itself, for example, groups of students can engage in targeted discussions with other groups of students across the world to enhance their own knowledge and skills and to help others enhance theirs. In the online classroom, both students and teachers can interact by means of computer conferencing for the same aims. These technologies have therefore significantly altered the learning environment, and particularly they way in which the constructivist approach can be applied to classrooms, learning, and assessment.
Although there are many divergent opinions and theoretical approaches within constructivism as applied to the classroom, the most common factor appears to be that a multi-dimensional approach needs to be taken to learning in order to optimize the process (Loyens and Gijbels, 2008). While this significantly increases the already multiple challenges teachers face in the classroom, it also makes the process all the more exciting for both teachers and students.
In addition, the satisfaction of experiencing the enjoyment and success of these students during the learning process is significant. Students, in turn, have the advantage of a learning process that is conducive not only to an increase in knowledge, but also to the myriad skills they will need to function as productive and positive members of society.
The constructivist approach has been successfully implemented in many classrooms across the world. Perhaps the next step is to ensure that not only students, but also teachers interact with each other to demonstrate the philosophy that knowledge continually changes and perpetuates itself by both research and collaboration. To function in a world that has become a basis for interaction by various means, all teachers and students should embrace this reality and use it to make the most of their learning opportunities.
Derry, S.J. (1996). Cognitive Schema Theory in the Constructivist Debate. Educational Psychologist, Vol. 31, No. 3/4.
Dubinsky, E. And McDonald, M.A. (2010). APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research. Retrieved from: http://www.math.kent.edu/~edd/ICMIPaper.pdf
Hardy, I., Jonen, a., Moller, K. And Stern, E. (2006). Effects of Instructional Support Within Constructivist Learning Environments for Elementary School Students' Understanding of "Floating and Sinking." Journal of Educational Psychology, Vol. 98, No. 2
Harris, K.R. And Alexander, P.A. (1998). Integrated, Constructivist Education: Challenge and Reality. Educational Psychology Review, Vol. 10, No. 2.
Hendry, G.D. (1996). Constructivism and educational practice. Australian Journal of Education, vol. 40, No. 1.
Loyens, S.M.M. And Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instr Sci. Vol. 36. Retrieved from: http://publishing.eur.nl/ir/darenet/asset/14906/2008120300307.pdf
Mills, J., Bonner, a., and Francis, K. (2006). The Development of Constructivist Grounded Theory. International Journal of Qualitative Methods. Retrieved from: https://ejournals.library.ualberta.ca/index.php/IJQM/article/viewFile/4402/3795
Morrison, D. (2003, Fall). Using Activity Theory to Design Constructivist Online Learning Environments for Higher Order Thinking: A Retrospective Analysis. Canadian Journal of Learning and Technology, Vol. 29, No. 3. Retrieved from: http://www.cjlt.ca/index.php/cjlt/article/viewArticle/87/81
Nyikos, M. And Hashimoto, R. (1997, Winter). Constructivist Theory Applied to Collaborative Learning in Teacher Education: In Search of ZPD. The Modern Language Journal. Vol 81, No. 4. Retrieved from: http://www.lchc.ucsd.edu/MCA/Mail/xmcamail.2006_10.dir/att-0071/01-Coll_Lng_TED_ZPD.pdf
Windschitl, M. (2002, Summer). Framing Constructivism in Practice's the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political challenges Facing Teachers. Review of Educational Research, Vol. 72, No. 2
Young, L. (2003, Fall). Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments. Canadian Journal of Learning and Technology, Vol. 23, No. 3.
Constructivist Computerized Learning Constructivist theories of knowledge development and learning have been around since the turn of the 20th century. But it may well be the advent of computerized and e-learning educational opportunities that offer this perspective its real chance to make a difference in the virtual world of learning and instruction. From Piaget to Papert, the core precepts of the constructivist understanding have been affirmed by what technology has to
Bruner's constructivist theory and the conceptual paradigms of Kolb's Experiential Learning theory drawing on the associated theories are Kinesthetic and Embodied Learning. As also noted in the introductory chapter, the guiding research question for this study was, "What are the career paths for teaching artists seeking to deploy into the field of community art and development?" To develop timely and informed answers to this research question, this chapter provides
Summary Analysis Certainly, Moore correctly points out the importance of structure and dialogue. Many educators today accept that notion that when learners are allowed to discuss course content with a personal connection to their lives, the connection between information to knowledge is strengthened and critical thinking skills are sharpened. However, Moore undervalues the value of communication technology to the active learner, likening it to buying a set of new golf clubs
He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of its cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said:
Educational Situations Name four practices that commonly require written administrative procedures. Memorandums that include school policy changes or important information for the staff are commonly distributed in writing so that the information is accurately conveyed and properly received and documented. Many staff communications to the administration, such as requests for new classroom supplies or for personal leaves of absence, are also communicated in writing. If disciplinary action of any kind is taken
Elucidating Abraham Maslow and His Theory Learning theories influence today's instructional systems. Emerging studies point towards a dearth of efficiency in the educational systems. Apparently, humanistic psychology is a third force in most fields among them educational psychology (Gonzalez-DeHass & Willems, 2013). However, while the root of most pioneer and most recent approaches in education is humanistic psychology, there is a lack of a comprehensive humanistic learning theory. Therefore, numerous theorists