Dr. Orey defines constructivism as “a theory of knowledge stating that each individual actively constructs his/her own meanings “(Orey, 2009). He also defines constructionism as a learning strategy more impactful when used in the classroom. Dr. Orey defines constructionism as “a theory of learning that states people learn best when they build an external artifact or something they share with others” (Orey, 2009). The two theories focus on the individual learner as the moving force in their own learning construction. Individuals build their knowledge construction from their experiences and new information that is then assimilated and connected to their prior knowledge. Constructionism emphasizes the impact of students building an artifact. The learning process is involves collaboration with others, feedback from facilitators and others, revisions of understanding, sharing findings and results, and then builds new understanding. There is no endpoint. The learning can continue to expand as long as the student(s) remain involved and interested in the subject matter.
In Using Technology with Classroom Instruction that Works, the authors Pitler, Hubbell, Kuhn & Malenoski point out that “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007). The authors present several technological tools to facilitate student learning such as spreadsheet software, data collection tools, and web resources. Of the ones mentioned, web resources are most appropriate for young learners. Students can access websites in class, school computer lab, local library, or at home with mom and dad. It is important for the teacher to find, review, and list the sites appropriate for the subject matter to be explored. One of our favorite website to explore is Brainpopjr.com and there are great videos at United Streaming. These also can function as online field trips by giving the student opportunities to explore beyond the walls of the classroom. The use of these tools allows students to build their vocabulary, increase their motivation and engagement in the learning process, and build their critical thinking skills.
We use project based learning when we explore science and social studies material. One of the students’ favorite science experiments is our sinking and floating experiment. Students make predictions, conduct the experiment, make observations, complete the data collection page, draw conclusions and present results. During the experiment I act as a facilitator and encourage students by asking probing questions. We use books, websites, videos, hands-on activity and the students’ artifact is their conclusion and presentation. This is constructionism in practice.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid-continent Research for Education and Learning.
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
My goal as a kindergarten teacher is to use teaching strategies that facilitate student learning. A primary strategy used when introducing a new concept to young learners is modeling or providing cues to students. By modeling (cueing) an educator is demonstrating what the students will themselves be doing or experience. This strategy gives young learners a guide or a roadmap to provide direction for their learning experiences. In Using Technology with Classroom Instruction that Works authors Pitler, Hubbell, Kuhn, & Malenoski define cues as “explicit reminders or hints about what students are about to experience” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another powerful teaching strategy is asking probing and thought provoking questions that tap a student’s prior knowledge and encourage higher order thinking.
Pitler, Hubbell, Kuhn, & Malenoski suggest using software such as PBSkids and Brainpopjr. where students are introduced to new vocabulary and can grow their understanding of the subject matter. The authors also note that the use of software that affords students the ability to organize information such as kidspiration is powerful tools available to learn new information. Dr. Orey points out that “cognitive tools (such as kidspiration) impact student learning by causing them to think about information instead of reproducing and/or recalling information” (Orey, 2001).
In kindergarten we regularly use a web to organize information. For example, when we discuss families, we put the word family in the center circle (node) as the learning goal. From there a line is drawn to another node and the word mother is placed. This process is done until all possible members of families are listed in a node attached to the central node. We have many opportunities to use organizers in the classroom to facilitate student learning. We use Venn diagrams to compare and contrast, T-Charts to sort information, and lists to categorize items. One very commonly used teaching strategy is that of pictures and associated words. Dr. Orey (Laureate, 2009) describes this as dual coding. He mentions that “images are a powerful learning tool… and are a primary mechanism for storing long-term memory”.
In order to “synthesize information” Pitler, Hubbell, Kuhn, & Malenoski suggest using summarizing information. In this process students learn to organize and group facts and information relevant to the topic. As an educator I use summarizing when I ask students state in their own words their understanding. This allows me to determine the student’s level of understanding or misunderstanding. All of these teaching strategies work together to help facilitate student learning and understanding.
Melissa Strandrige from the Department of Educational Psychology and Instructional Technology, University of Georgia defines behaviorist learning theory as emphasizing changes in behavior that result from stimulus-response associations made by the learner. The educator provides the stimulus and the student is expected to provide the desired result. Through repetition and practice the learner is capable of reproducing the desired result both academically and behaviorally.
There are many instances in a kindergarten classroom where behaviorist learning theory is practiced. Pitler, Hubbell, Kuhn, & Malenoski (2007) note “the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In my kindergarten class we regularly talk about the importance of demonstrating their best effort in all that they do in class. This pertains to doing their best work on assignments, showing their best behavior in different situations, and being the best person they can be every day. We discuss effort when we make sure that we are adding extra detail in our pictures and writing sentences. Student’s behavioral efforts are measured and collected on a weekly basis through our behavior chart. Their assignments are measured on accuracy, completeness and accuracy in order to help them recognize the impact of their effort in completing assignments.
Pitler, Hubbell, Kuhn, & Malenoski (2007) emphasize the importance of homework and practice to a students developing understanding and point out, “as an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Our grade level produces a homework packet that is distributed the first day of the week and is returned the last day of the week. It is designed to give the students an opportunity to demonstrate their understanding of the material covered in class. When the students are able to retain their information and use it later it is considered that they are making strides to understanding and comprehension. Homework is also another vehicle for students to practice and review new concepts. Pitler, Hubbell, Kuhn, & Malenoski (2007) recognize that “having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Behaviorist learning theory functions well in many aspects of the kindergarten learning experiences. We also incorporated practice in the classroom using websites such as Starfall.com, PBSkids.org and Brainpopjr. Starfall is designed to provide differentiated literacy instruction based on the needs of the learner. The students use Wordworld on PBSkid.org to build their vocabulary and reading skills. Brainpopjr. can address a great deal of subject matter. Each of these websites provide immediate feedback which is valuable in the learning process. In addition we also use flash cards for sight word review with the understanding the once the words are easily recognized the learner will be better able to read and then move to refining their level of reading comprehension. Behaviorism has a place in the learning environment and helps students learn the appropriate responses and develop their understanding.
Prior to taking the class, Understanding the Impact of Technology on Education, Work, and Society, I felt as though I had been sufficiently using technology in the classroom. At that time we were using streaming video from Discovery Education. We had 3 computers in the classroom for student use during rotations. The students used pre-approved websites and explored each site. I had a laptop for planning. We had a visualizer where we displayed assignments and materials for whole class viewing. We had a DVD player to show videos. Just before the school year we had a Smartboard installed. Over the school year teachers participated in several training sessions. I felt as if I was in a good position to present and use technologies in the classroom.
When I began this course I had not created or used a blog. I had not created a wiki. And I had not created a podcast. I was excited and anxious about what I would learn in this class. I was looking forward to what I knew would be a challenge for me. I had used a wiki to get information. I had listened to several podcast for pleasure. But I had not touched a blog. I had used some of these technologies in my personal life in a way more similar to what my sons had been doing. I must admit that I learned from my sons, my husband and just looking around the internet. As a digital immigrant, I had not yet made the connection on how to implement these technologies in the classroom.
During the class I found even more resources from the class links and colleagues assistance. The class links pointed me in the right direction. These resources were very easy to access and readily available. They also were very informative and directly related to the topic at hand. The assignments were designed to provide me with opportunities to produce a product that had relevance and was also something that I would be able to use. I can continue to work collaboratively with teachers as we work together to help each other and ultimately our students. In addition, through the Q & A I was able to ask several questions when I needed help. Several assignments were completed in a collaborative environment. Our resource wiki is one assignment where we each made contributions and revisions. We also were able to put out there (on the internet) our products for others to view, post comments, and listen to. Ultimately, I feel that my skills were developed in a guided manner from the course and instructor, in collaboration with my colleagues, having access to information, and by just being curious.
Knowledge of Technology
After completing this class I now feel more refreshed, invigorated, open, and flexible. I have a new outlook on technology in the classroom setting. My new approach will include ways to integrate technology in the learning process and as a natural part of our classroom experiences. I hope to instill in my students that the use of technologies are yet another way to approach learning. Technologies are right there for quick access, right there for immediate responses to questions and learning, right there for communicating, right there for collaboration, and right there for looking outside the walls of the classroom. As a kindergarten teacher, it is my hope to guide students as they feel comfortable questioning and learning new concepts, ideas, and philosophies. It is my hope to build the foundation for my students’ future educational experiences throughout their lives.
It is my plan to continue to expand my knowledge of technology and its integration into the curriculum. Since most of the students enter kindergarten with exposure to a multitude of technologies they are ready to use them in the classroom to grow their knowledge base. We use videos, computers, websites, and visualizers as part of our classroom instruction. Now that I am familiar with creating and using blogs, wikis, and podcasts, I plan to incorporate each in our classroom instruction. I also plan to continue to explore and stay current on new technologies and their implementation in the classroom. It seems to me, incorporating technologies that students are eager to use will help build their enthusiasm for learning. I also know that I will feel that same energy and enthusiasm as I plan and develop lessons that integrate technology more fully. I plan on continuing to pursue professional development courses focusing on incorporating and integrating technologies in the learning processes for students. I will continue to communicate with others to encourage their appreciation and understanding, and continue to develop my own, of the 21st century needs and goals for our 21st century students.
Long-Term Goals
My long-term goals include planning lessons that integrate technology such as our Helping the Earth theme. For example, in this lesson, we will use a blog to communicate with other kindergarten classrooms and with students’ parents. We will use the internet to get information on how we can use the 3Rs to reduce the quantity of things we use, reuse materials more than one time, and recycle materials to create something new. In this lesson our artifacts and communications with another class will be posted on our blog. We have already begun to examine ways to expand our lesson. It will not be a paper and pencil lesson, but one in which the students will collaborate, discuss, and determine how they can have impact on resolving the issue of conservation using the 3Rs. I plan to develop other lessons that encourage student involvement and collaboration.
My plan involves thinking about ways to integrate technology seamlessly into curriculum. We will use the smartboard more effectively and access the internet when questions come up. Students will be encouraged to work collaboratively, think more critically, participate in conversation about topics of interest, conduct hands-on activities, and draw conclusions based on information and data collected. We will use blogs to post our artifacts such as artwork or written responses, use wikis to collect information on topics of interest such as sinking and floating, and make podcasts about our classroom experiences.
I will continue to explore the internet for resources and ideas. If I have a question, I know where I can get the answer. I too can use the internet more fully to get answers to my questions including how to implement technology in the classroom. When looking for information on how to get my podcast to work, I was running into a road block. I had set up the podcast site, recorded the students voices with audacity, but the audio did not work on the podcast. Then I finally looked up audacity and podcasting on You-Tube and found my answer. In the past, I would not have thought about using You-Tube. I felt like I had crossed a hurdle.I had used technology to the get answer I needed. Now I know that I can continue to do this. I have jumped in and am learning how to swim.
After completing student interviews and parent surveys, I have come to realize that I have a classroom full of Budding Digital Natives. Please take a listen to the finalized podcast with my comments and student conversations. Enjoy!
The Partnership for the 21st Century Skills is a comprehensive website that addresses many of the complex issues of incorporating technology in the classroom. The website is looking beyond the traditional educational setting commonly found in the classroom and encourages re-evaluation of pedagogy, curriculum and access to information via the new technologies available. Technologies can no longer be used as just a simple tool to access information as in Web1, but can be a vehicle to collaborate with others and function in a team setting to address real and authentic issues more commonly done with Web2.
The partnership was founded in 2002 with a mission “to build a collaborative partnership among education, businesses, community, and government leaders” to address the gap between what students are learning in the classroom today to what they will need to know in order to function in the 21st century work environment. There is a long list of supporting partners such as U.S. Department of Education, Apple Computers, Dell Computers Corporation, Microsoft Corporation, National Education Association and others. The skills that the partnership focuses on include genuine problem solving, critical thinking skills, collaborative discussion, project-based learning, global awareness and social responsibility.
Welcome to Route 21 is the interactive part of the website. While exploring here I came across snapshots of ICT/Global Awareness. There I found Implementing ICT literacy in a science curriculum. An edutopia video clip demonstrated the processes that an elementary school used to collaborate with students in Mexico to explore the migration patterns of the Monarch butterfly using Journey North an online collaborative project. The students shared data and other information to better develop their understanding of the migration pattern of the Monarch butterfly.
Another example, of collaborative project-based problem solving was a high school engineering freshman class working in teams to engineer a structurally viable wing and present there findings to actual engineers. Under Critical Thinking in Math and Science and Implementing a Science Design Project there is an explanation and an edutopia video clip of the students progressing through their project testing stresses on the wing span to determine the best design.
The students indicated that the hands-on collaborative experience was profound and more impactful. An engineer offers, “Reflection is equated with retention.”These examples confirm that a collaborative project-based learning experience conducted with the aid of technologies and information literacy’s can demonstrate actual student learning.
As a contemporary educator, I plan to modify my teaching practice to more fully incorporate project-based learning in order to facilitate more comprehensive student learning. For example, as part of our Science curriculum, we explore sinking and floating. We use different objects in the classroom to predict then observe results. We use our results to draw a conclusion about what causes some objects to float and others to sink. This is a great learning experience and we will share our information and look forward to hearing from others.
