—Howard Gardner, Address at
To understand constructivist and constructionist you first have to know the meaning of each. Constructivism as Dr. Orey puts it is, “A theory of knowledge stating that each individual activity constructs his/her own meaning” (Laureate Education, Inc., 2010). As for constructionism Dr. Orey states its, “A theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2010). Project based instruction correlates with the principles of constructivist/ constructionist in many ways such as allowing students to construct their own ideas of learning. For example, “Constructionism is when students are engaged in learning and the process of creating artifacts” (Laureate Education, Inc., 2010). With project based learning you are engaging students with authentic learning activities by connecting student’s interest and motivation. Dr Michael Orey states, “If your students are engaged in creating something even if their writing a word processing document their engaged in creating something and whatever tool you choose to use if the students are the people creating it that’s constructionism” (Laureate Education, Inc., 2010).
“A teacher who incorporates technology greatly expands the pool of resources, means of instructional presentations and support, and modes of product creation available to students, and is thus better equipped to meet varying student needs” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 219). Kindergarteners show a great amount of interest and motivation when they are allowed to use or play on the computer. With that being said, I believe by incorporating technology into my classroom and allowing my students to build something whatever that may be, they are making the most of the constructionism approach.
Construction Activities:
Project, Problem, and Inquiry-based Learning: http://eduscapes.com/tap/topic43.htm
Reference:
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore , MD
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria , VA
Lisa,
ReplyDeleteI like you believe that we should introduce them to technology at a young age. When they are introduced to it early, we do not have to spend as much time on teaching the technology when once they reach the upper grades. The level of what they have to produce is obviously quite different as they progress, but assessing projects seem to be more difficult. Do you find kindergarten students are assessed on the ascetics of their final product more than the academics? By the time they enter fourth grade, the cuteness factor and creativity level seems to lessen. At what point do we switch from constructing something as a goal to constructing something based on content?
Thanks,
Nicole Feldvebel
Nicole,
ReplyDeleteKindergarteners are assessed on the academics of their work. From the beginning of the school year the second they step foot in the computer lab they are taught how to use the computer, mouse etc. and most importantly the significance of what they do on it. I think because most of our students do not have computers in their home, don’t understand instructions, may be ELL students etc. constructing the goal of technology will always be in place no matter the age or grade. However, constructing the content will always be assessed as well and does not get over looked because of other circumstances. For example I have watched my own students click the mouse over and over as they are being assessed. The only thing I can do as their teacher is have them take it once more and have them slow down and listen to instructions, does that work… not always. So to look at the scores after the assessment is sometimes frustrating because I know they can do better, but the score is what we live by…which can be more than upsetting. Thanks for sharing!
Freeze