Technology Supports ConstrucTIONism Learning Theory

This week I looked at how constructionism supports authentic, student centered learning experiences (Laureate Education, Inc., 2011). The constructionist learning theory promotes problem based learning. Chapter 9 of Using Technology With Classroom Instruction That Works explains how this learning theory can be implemented through the use of organizing and brainstorming software, data collection and analysis tools, and instructional inter actives (Pitler, Hubbel, Kuhn, 2012).

An example of the construtionist approach in the classroom is known as PBL, or problem based learning (Orey, 2001). Using brainstorming software such as Kidspiration and Inspiration to genterate graphic organizers can help students create an artifact to share possible solutions (Pitler, Hubbell, & Kuhn, 2012). According to Dr. Michael Orey, a construtionist model is one in which “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2011). Without technology as a tool to create and model their thinking students would be less engaged and become less likely to use mechanisms for learning such as assimilation, accommodation, and equilibration (Laureate Education Inc., 2011). Additionally, use of braisnstorming software can provide a way to develop and test hypotheses as suggested by Pitler, Hubbel and Khun (2012). Brainstorming software can also help students organize possible solutions to a given problem. One attribute of problem based learning and learning by design methods is the open ended problem based format (Orey, 2001). Allowing students to construct multiple solutions to a problem could be represented in a colorful flowchart or bubble map.

Next, there’s Excel spreadsheets which free up students from copying numbers to being able to acutally manipulate the numbers in the spreadsheet to test serveral different hypothesis (Pitler, Hubbel, and Kuhn, 2012). This goes along with the student-centered and open-ended aspect of constructionism, in which students are investigating and manipulating numbers to solve a problem. Students can then determine which soluction will best solve their problem. Without use of a spreadsheet students would spend far too much time crunching numbers and little time testing their hypothesis (Pitler, Hubbel, and Kuhn, 2012).

A third technology tool which supports the implementation of the constructionist learning theory is instructional interactives. According to Pitler, Hubbell, and Kuhn (2012), “simlations allow students to apply their background knowledge to make predictions” and then test possible solutions. This reminded me of Dr. Orey’s comments about the mechanisms for learning, which include assimilation and schema (Laureate Education, Inc., 2011). Assimilation is when people have a new experience which connects with the students background knowledge, or schema. Instructional interactives provide students with a new experience which will help them make valuable connections. Interactives such as Google Earth or Star Chart allow students to have experiences which they would not be possible without technology in the classroom (Pitler, Hubbel, and Kuhn, 2001). Students can use these assimilations to generate and test hypothesis.
Overall,  I think all would agree that technology integration allows many ways our students can engage in learning through creating, constructing, and generating. Technology allows students to use their tools to “solve the disequilibrium” that new schema or learning brings.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.