4 Constructivism/Constructionism in Practice

According to Dr. Orey, Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning. Constructionism is the theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). Constructionism can enhance learning tremendously in the classroom. The goal of any teacher is to have students actively involved in each lesson. What better way to achieve this than through actual construction of an idea, project, or artifact.

The text Using Technology with Classroom Instruction that Works offers several ideas for students to generate and test hypotheses in class. These activities work hand in hand with the Constructionist Theory because students are creating spreadsheets, graphs, charts, etc to become better acquainted with the information in the lesson.

One idea given in the text is the creation of a spreadsheet to show the difference between savings and investments. The students enter information and are able to decide which form of investment would generate the most money in a 30 year period. The text also suggests that the students do not have to create the spreadsheet from scratch; the teacher can insert the formulas to save on time, yet the students still end up with the same result (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These spreadsheets can easily be formatted into graphs and charts so that the information is more easily visible to the students. In the end, students have created their own spreadsheet and chart/graph instead of just listening to a teacher lecture on the topic.

Another activity that I found interesting is the virtual simulations, specifically the World War II strategy game. Students take on the role of a country leader during World War II and make diplomatic and economic decisions best for that particular country. What a great way for students to fully grasp all of the many factors that existed during the war! In order to win, students must apply what they know and be able to make informed decisions based upon that knowledge. Students are actively participating and strengthening their country with this game instead of just listening to lectures and taking notes (Pitler et al, 2007).

The constructionist theory can easily be integrated into the classroom with the use of technology. With a little creativity, students can learn in new, hands-on method that makes the information relevant to them.

Resources:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

6 Behaviorism in Practice

In the text, Using Technology with Classroom Instruction that Works, the authors discuss two topics: “reinforcing effort” and “homework and practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007). In both of these chapters, technology is embedded in the instructional strategies, and the behaviorist learning theory is reinforced.

In the chapter “Reinforcing Effort”, the authors discuss how it is important for students to realize that their success is directly related to the amount of effort they put into each assignment. They suggest that teachers reinforce this idea until students recognize it as a norm and automatically put effort into their work. This is a prime example of Behaviorism, repeating an activity until you get the desire result. The chapter on “Homework and Practice” again reinforces the theory of behaviorism, in that students should continue to strengthen their abilities through repeated practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).

However, the book does not simply leave students with boring practice as an option. They include numerous techniques that involve technology to achieve the goal. Students can monitor their effort through spreadsheets and graphs made with computer software. They will visually see the results of their efforts and how it correlates with their success in the classroom. Also, students can participate in online games as a form of remediation. They may be practicing the same math skills over and over, but are using a different medium to obtain their goal. So although the students are repeating certain skills until they are embedded in their minds (Behaviorism), they are doing it in creative ways that should keep their interest.


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