The Constructionism Theory of learning lends itself to the move to integrate technology into the classroom, as well as, the thinking behind new Common Core Standards.  These theories of Jean Piaget, points out, “Knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner.  Learners don’t get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others.” (Orey, 2001)  Seymour Papert, who worked with Piaget, said there were four mechanisms for learning, assimilation, accommodation, equilibration, and the primary storer of information, is schemas. (Laureate,  2016c) The main goal of Constructionism is the creation of an artifact by students based on their learning. Another proponent of the theory Vygotsky, believed, “consciousness is not the ability of an individual to know all the ontological answers to the universe, rather, it is the ability to perceive meaningfully.” (Lui & Matthews, 2005) Therefore, realizing that our roles must change from a “transfer engineer of information”, to a facilitator of learning, the use of technology can enhance student learning through constructionist strategies.

Probably some of the most recalled instances in my own learning throughout my life are the times that I was involved in experiential learning.  Visiting many of our nations key sites in its history, has given me a love of learning about how our nation was born.  That type of learning can be recreated within the classroom, by transforming the classroom into an environment in which learning by students is created through interactive relationships between the student and the task.  Many activities that great teachers incorporate into their classrooms already fit this type of structure.  Role playing, real-life simulations, hands-on creative activities, writing and even peer-editing are all types of activities that utilize higher Bloom’s skills such as evaluation, synthesis, and analysis.  Technology is a great tool to allow students to be able to work on researching and creating artifacts for their own learning.  As technology advances, many new possibilities exist that can be used, such as Wiki sites, Podcasts, Videos, Blogs, to name a few allow the creation of artifacts that require higher level thinking.

In my own class, I have been shifting towards allowing my students more abilities to work to learn on their own.  While creating curriculum for out district with units of study that focus on key Common Core Standards, I worked to create performance tasks that were meant to work towards a finished product that demonstrated their learning.  Since I focus on Writing for our grade level, I decided to add a real-world application, by utilizing Blogs for my students.  With my homeroom class, I decided to set up a Genius Hour style approach to Science.  Students are working to learn about those areas of interest within the required standards, with the goal of creating an artifact that will be featured on the classroom webpage.  As I facilitate their learning, I have asked them higher level questions to help guide their learning.  I also introduce and encourage creative thinking in the choices they are making to create models of their learning.  One group studying plants, recently asked me if they could cook a cake and decorate it to model the parts of a plant cell.  They were excited to have the opportunity to show their learning in this way.  Strategies like these help both students and teachers master the ISTE standards that help shape our 21^st Century students.  Constructionism projects such as these, help students meet five of the six standards.  They certainly encourage research using technology, which requires critical thinking and decision making skills, along with collaboration with others, and creativity in creating the final artifact.  (ISTEs 2016) Teachers become the facilitator that inspires students to be creative by designing learning experiences that allow this type of project based learning. (ISTEt 2016)

While researching this week and synthesizing the information that I found, I realized that the project in Science that I have asked my students to work on this year, crosses a variety of learning theories.  While a Genius Hour style adaptation, my students are working through the process of learning about their chosen topic to create a final artifact that demonstrates their learning.  Constructionism is the main learning theory that my students are using to learn.  Technology plays a key role in helping my students learn as they navigate many sources during their research.  As final projects begin to be created, there will also be a creative use of a variety of tools that can be used by students to complete them.  Students are always excited when I tell them it is time for Science, and in the short time they have been working, I see that there is a great deal of learning that has already taken place.  While it can be challenging to change one’s thinking about the role of a teacher, it is also very rewarding to see student want to find answers to their questions.  Since humans have the innate need to search out truths, students want to find answers to what interests them. It is through times like I am providing my students that they can develop the skills to learn how to utilize technology to help them learn.

 

References

International Society for Technology in Education. (2016). ISTE standards for students. Retrieved from http://www.iste.org/standards/standards/standards-form?standardid=4

International Society for Technology in Education. (2016). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

Lui, C. H., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386-399. Retrieved September 27, 2016, from http://files.eric.ed.gov/fulltext/EJ854992.pdf

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page