Through this week’s readings and videos, I have
been particularly interested in the constructivism theory and how it will fit
into my students’ technology use in the classroom. We know that students learn in many different
ways. The Constructivist Learning Theory
tells us that a learner-centered lesson provides more opportunity for
discussion and student responses. The
goal is to connect the students’ prior knowledge and experience with a current
experience. Technology can definitely
enhance this by allowing each student to work at an individual pace. With this model, the teacher becomes more of
a facilitator allowing for the students to become the problem-solvers (SEDL,
1991). We are using more project-based
learning in my district and this type of setting is much more conducive to
that. As Solomon and Schrum (2007) point
out, “Using collaboration and communication tools with educational methods that
also promote these skills – such as project-based learning – will help students
acquire the abilities they need for the future” (p. 18). It is important for me, as a teacher, to help
my students not only be ready for the next grade, but to take more ownership of
their learning. I need to step back to
let my students discover more on their own and stop directing so much. PItler, Hubbell, and Kuhn (2007) state that,
“Research shows that integrating technology into instruction tends to move
classrooms from teacher-dominated to student-centered learning environments”
(p. 3). The article “If I Teach This Way
Am I Doing My Job?” was very informative.
It reiterates the fact that there is going to be some things that
students are not interested in, but need to be taught nonetheless. However, the teacher does allow for the
students’ responses to further the lesson (Sprague & Dede, 1999). With this information, I now have a better
understanding of how to guide my students instead of tell them what to do.
The Theory of Connectivism also supports
technology in the classroom. In fact,
Siemens believes “that using technology and making connections are linked”
(Solomon & Schrum, 2007, p. 40).
Because learning is considered to be a continual process, “learning and
work-related activities are no longer separate” (Solomon & Schrum, 2007,
p.41). The idea that students need to
fully understand where to find information really hit home with me.
The Cyborg Learning Theory was a bit more
difficult to fully comprehend, but I do agree with the idea that it will help
our students and our institutions be ready to adapt more easily to the rapidly
changing technological advances. McPheeters
states in his article “Social Networking Technologies in Education” that, “Learning
how to learn will become the new curriculum” (2009). That does fit into the idea of connectivism,
in that; students need to know where to find information.
I have felt a little overwhelmed this week with
all this new information, but I am excited to apply what I have learned in my
classroom. I need to adapt my way of
teaching to include these new ideas.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that works.
Alexandria, VA: Association for Supervision and Curriculum Development,
Introduction, 1 – 14.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools,
new schools. Eugene, OR: International Society for Technology in Education,
7-44.
