Ashley Eivins Synthesis EdTech 504 April 17, 2013 Constructivism According to Learning-Theories.

com, Constructivism states that learning is an active contextualized process of constructing knowledge rather than acquiring it. Major contributors of constructivism include Jean Piaget, Lev Vygotsky, and John Dewey. Constructivists theories shared few ideas and many contradictions. Sjorberg describes the reason for such contradictions, Piaget was interested in epistemology and knowledge Vygotsky was more interested in understanding the social and cultural conditions of human learning.

The following Principles of Learning were provided by Professor George E. Hein in his article, Constructivist Learning Theory:

1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner engaging with the world. 2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology.

Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern. 3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands. (Dewey called this reflective activity.) 4. Learning involves language: the language we use influences learning. On the empirical level. Researchers have noted that people talk to themselves as they learn. On a more general level. There is a collection of arguments, presented most forcefully by Vygotsky, that language and learning are inextricably intertwined. This point was clearly emphasized in Elaine Gurain's reference to the need to honor native language in developing North American exhibits. The desire to have material and programs in their own language was an important request by many members of various Native American communities. 5. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-onone relationship between the learner and the objective material to be learned. In contrast, progressive education (to continue to use Dewey's formulation) recognizes the social

aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning. 6. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. 12 On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives. 7. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, and must provide a path into the subject for the learner based on that learner's previous knowledge. 8. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. This cannot happen in the 5-10 minutes usually spent in a gallery (and certainly not in the few seconds usually spent contemplating a single museum object.) If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight, can be traced back to longer periods of preparation. 9. Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This idea of motivation as described here is broadly conceived to include an understanding of ways in which the knowledge can be used.

Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us even by the most severe and direct teaching.

Constructivist learning environments encourage deep understanding by scaffolding thinking and actions.

Application Constructivism leads one to expect that students in different cultures will have somewhat different perspectives on science, explains Cobern. The following steps illustrate how constructivism can be applied to the instruction of English and Spanish speaking students in a fourth grade science unit on electricity: 1. Activate students prior knowledge of electricity by completing a KWL chart. 2. Connect new concepts to prior knowledge. Ex. Before introducing series and parallel circuits, ask students about their experience with Christmas lights and how lights were affected by a missing or burnt-out bulb. Then, explain their observations with the explanation of electric circuits. 3. Each lesson will begin and end with a review of what students have learned. 4. Instruction is engaging, motivating, hands-on, and social because students work in groups and use supplies (batteries, battery holders, wires, lightbulbs, and lightbulb holders) to build simple, series, and parallel circuits. Students are then given the opportunity to create their own ideas for circuits. 5. Check for understanding throughout the hands-on activity to ensure students are transferring the information learned.

Educational Technology The definition of educational technology strongly depends on the experience of the individual defining the term. For example, I am an elementary school teacher who designs and finds resources to specifically enhance my instruction. I would define educational technology as any form or use of technology which effectively enhances education, including media. Throughout my experience in the EdTech program, however, I have been able to gain new perspectives from classmates. Participants in the EdTech program come from a variety of careers and vocations, all of which educational technology can be used effectively, yet may be defined differently. According to Angeli and Valanides (2009), Citizens of information-age societies are required to be able to think critically, problem solve, collaborate with others, communicate, use various technologies, take initiatives, and bring diverse perspectives in learning situations. Overall I would define educational technology as any technology used to help citizens of the information-age meet the requirements stated by Angeli and Valanides.

Constructivism and Educational Technology Educational technology can be effectively used with the constructivist approach. To begin, constructivist learning environments are not strictly for social learning, such environments support both individuals and groups. Jonassen and Land provide examples of support by discussing, one environment might support collaboration activities to facilitate shared meaning of scientific events; others might rely on individually mediated use of technology tools to generate, test, and refine personal theories. The use of technology in a constructivist

environment can be beneficial because it allows the learner to visualize the results of their reasoning and reflect, while providing them with the individual support needed. According to Jonassen and Land, technology is used to facilitate understanding that would be difficult, if not impossible, to otherwise support enables learners to represent their thinking in concrete ways and test the consequences of their reasoning. Examples of educational technology providing students with unique and valuable learning opportunities include a Virtual Human Body, frog and salmon dissections, applications for the exploration of constellations and their locations in the night sky, storm simulations, the hands-on opportunities of touch pads, and videos of meaningful content that cannot otherwise be effectively studied. Additional examples of educational technology include: Compass Learning Campbell County School District currently uses an interactive instructional tool called Compass Learning. Compass Learning takes students reading and math scores from an online standardized test and provides them with instructional strategies at their level. Compass Learning meets many of the principles of constructivism because the activities are engaging, provide support through a short lesson on each concept, allow learners to apply their knowledge, and gives additional support if the learner answers incorrectly. Students can use hands-on manipulatives to assist with learning, instructors can assign to activities to reinforce what is being taught during regular instruction, and activities provide animation for a visual that builds upon or creates background knowledge.

Human Body Slides 4th graders at Rawhide Elementary study the organ systems of the human body. Throughout the unit, students are assigned organs to research and create a HyperStudio slide providing important information about the organ and its function. Support is provided by the instructor based on student needs. While creating the project, the teacher will provide engaging instruction using simulations, videos, and hands-on activities. Students will also work with classmates assigned to organs in the same system, insuring information is correct. Activities are meaningful, engaging, and hands-on. Instruction builds upon or creates background knowledge and provides support necessary for student success. While students are researching information independently, they are constantly receiving support from peers.

References Angeli, C. & Valanides, N.(2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICTTPCK: Advances in technological pedagogical content knowledge (TPCK), Computers & Education, 52(1), 154-168. Retrieved from: http://www.sciencedirect.com/science/article/pii/ S0360131508001085 Cobern, W.W. (1996). Constructivism and Non-Western Science Education Research. International Journal of Science Education, 40.3, 287-302. Retrieved from: scholarworks.wmich.edu/science_slcsp/6/ Constructivism. (n.d.). Learning-Theories.com: Knowledge Base and Webliography. Retrieved from: http://www.learning-theories.com/constructivism.html

Constructivism and Learning. International Encyclopedia of Education, 3rd Ed. Retrieved from: http://folk.uio.no/sveinsj/constructivism_and_learning_sjoberg.pdf Hein, G. E. (1991). Institute for Inquiry Constructivist Learning. Retrieved from: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html Jonassen, D.H. & Land, S.M. (2000). Theoretical Foundations for Learning Environments. Mahhaw, NJ: Lawrence Erlbaum Associates, Inc.