Constructivism in Practice

After exploring the resources to examine the correlation between the principles of constructivist/constructionist learning theories and the instructional strategies, I believe approaching learning from the perspective of constructing or building has a purpose in the role of the teacher and the student. As I have watched my students engage in project building applications, I have noticed increased engagement, collaboration skills, and ownership of the learning process. I believe we would all agree that technology is a captivating tool for our student audience. We all have witnessed how quickly students can become adept at using technology.

Having the understanding that constructivism is a theory as to how a student learns; this theory supports the premise that learning is placed in the hands of the learner. The learner must interact with the content, in this case using technology, in order to assimilate or accommodate the schema. My role as the teacher shifts to that of a facilitator. In the case of the tools viewed this week, assigning a task like the spreadsheet (in the chapter by Pitler, Hubbell, Kuhn, and Malenoski (2007) concerning generating and testing hypothesis) allows the learner to make higher order decisions, evaluate, and draw conclusions. This approach to learning would have substantial benefits as opposed to direct teaching where the student, at times, has little control over the results.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

In response to the topic of strategies used in this week's course text and its correlation to behaviorism, I believe there is a link between the two. First, when examining the success of the student in relationship to his or her efforts, tracking data using technological tools can facilitate the intended objective of demonstrating to the student that his or her effort has a direct influence upon the success experienced within the classroom. As a student visually sees the correlation, he or she should be motivated to increase or sustain the effort because of the positive results.

In the next chapter of the course text that deals with homework and practice, it is shown that technology can serve as a extension of the classroom. It can work by allowing further learning to take place because of its accessability to software programs, websites, and more. The correlation between this type of learning and behaviorism is seen in the use of software or the web to offer activities that can, according to Pitler, Hubbell, Kuhn, & Malenowski (2007) have students develop higher levels of proficiency and increase their ability. It can give them access to more information to aid in understanding, and develop skills that require automaticity. When skills become more advanced, the student will most likely desire to use this approach to increase the rate of success.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.