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Technology and Project-based Approaches
Research indicates that students achieve learning best (constructivism - constructivist) when they are active members within the learning process (e.g., doing, exploring, and observing). Therefore, the instructional strategy must focus on all the things that students must know and understand (Glazer, 2001; Han & Bhattacharya, 2001; Laureate, Inc., 2011). For example, terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events. The constructionist approach can stimulate students to be active agents in the construction of their knowledge based on personal and real world experiences (Laureate Education, Inc., 2011; Glazer, 2001). This links to the constructivism theory discussed by Dr. Orey. This theory focuses on the way (constructionist-constructionism) students acquire learning (Laureate Education, Inc., 2011). Dr. Orey also noted that the constructionism theory is based on the principle that students acquire knowledge best through building things that they can share, showcase or the use of an external artifact. Thus, applying the constructivist and constructionist approach will empower me to provide multiple ways to help my students with 21st century skills to function in the structure of the Age of Industrial and beyond the Information Age (Laureate Education, Inc., 2011). I think that project base learning, (e.g., research and or problem solving) is essential in terms of connecting to students’ daily lives. The use of technology resources (e.g., software applications, online resources, clickers, laptops and IPads) across the curriculum is ideal in reinforcing prior knowledge to connect to new knowledge (Han & Bhattacharya, 2001). Recently, when teaching about Native Americans I facilitated my 4th graders with a web-quest exploration to help them with understanding how topography and natural resources affect the culture of a region. Students use a web-quest entitled Native American Tribes and Regions (http://teamstraus.com /Native%20American%20Webquest.htm) to research about Native Americans tribe and regions. This website provides an introduction, task, team assignments, key questions, implementation and evaluation.
To facilitate my students with understanding what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. I believe for teachers to navigate through the looking glass to a world where high-tech tools for learning are expectations are no longer an option. More importantly, this belief has made me mindful and has made me rethink my teaching practice. I must shift gears and modify the curriculum as needed to meet the learning demands of my diverse learners (Laureate Education, Inc., 2011). Without a doubt, this will mean teaching students to make connections and retain information (Laureate Education Inc.2011a).
Research indicates that students achieve learning best (constructivism - constructivist) when they are active members within the learning process (e.g., doing, exploring, and observing). Therefore, the instructional strategy must focus on all the things that students must know and understand (Glazer, 2001; Han & Bhattacharya, 2001; Laureate, Inc., 2011). For example, terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events. The constructionist approach can stimulate students to be active agents in the construction of their knowledge based on personal and real world experiences (Laureate Education, Inc., 2011; Glazer, 2001). This links to the constructivism theory discussed by Dr. Orey. This theory focuses on the way (constructionist-constructionism) students acquire learning (Laureate Education, Inc., 2011). Dr. Orey also noted that the constructionism theory is based on the principle that students acquire knowledge best through building things that they can share, showcase or the use of an external artifact. Thus, applying the constructivist and constructionist approach will empower me to provide multiple ways to help my students with 21st century skills to function in the structure of the Age of Industrial and beyond the Information Age (Laureate Education, Inc., 2011). I think that project base learning, (e.g., research and or problem solving) is essential in terms of connecting to students’ daily lives. The use of technology resources (e.g., software applications, online resources, clickers, laptops and IPads) across the curriculum is ideal in reinforcing prior knowledge to connect to new knowledge (Han & Bhattacharya, 2001). Recently, when teaching about Native Americans I facilitated my 4th graders with a web-quest exploration to help them with understanding how topography and natural resources affect the culture of a region. Students use a web-quest entitled Native American Tribes and Regions (http://teamstraus.com /Native%20American%20Webquest.htm) to research about Native Americans tribe and regions. This website provides an introduction, task, team assignments, key questions, implementation and evaluation.
To facilitate my students with understanding what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. I believe for teachers to navigate through the looking glass to a world where high-tech tools for learning are expectations are no longer an option. More importantly, this belief has made me mindful and has made me rethink my teaching practice. I must shift gears and modify the curriculum as needed to meet the learning demands of my diverse learners (Laureate Education, Inc., 2011). Without a doubt, this will mean teaching students to make connections and retain information (Laureate Education Inc.2011a).
References
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2011a). Program 1: Understanding the brain [Video
webcast]. Bridging learning theory, instruction and technology. Retrieved from
http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=
laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650
&coursenav=0&bhcp=1
I agree with you that students need to construct and build their own education to remember it. I wish I had been able to research back in my education like students can today. I love your idea on Native American Indian Research. The history of native americans is fantastic and interesting and using technology and virtual field trips can make it really come alive.
ReplyDeletePlease read my post. i have some really good ideas also
thank you
Scott
Thanks Scott!
ReplyDeleteYour feedback is always welcome! During my school years, research resources were books, newspaper article, magazines, almanacs, journals and encyclopedia. I can remember spending money, collecting time life magazines and countless hours at the local library. Now students can access the same resources via the web. The best thing about having access is collecting current resources without having to spend hours at the library.
Please visit my blog,
DeleteI teach a completely different subject at a different age group, but I think you will find some good ideas.
Thank you
Scott
Martha,
ReplyDeleteI checked out the webquest you used with your students and thought what a neat activity. I especially like that the students work in teams. Reviewing the learning theories with this course has reminded me, also, that technology can easily fit into our classrooms. Activities like the Native American one you shared is a good example!
Shelley
Shelley!
ReplyDeleteNice to hear from you and your insights is always welcome. Technology is not a savior to education as many have stated. However, technology is a tool that is widely used in every discipline from banking, health care, hotel, shopping, education etc. With this resource, teachers can access, share and presents information at any time, and from any place. I cannot agree with you more that technology is a resource that can fit within the classroom easily.
Martha,
ReplyDeleteI definitely agree that project based learning is a great way for student to make connections between their school lives and their "real" life. Making these connections makes the learning more meaningful and creates a higher level of engagement. In order to continue to integrate technology adequate for the 21st century learning, we must continue to adapt our curriculum to allow for these changes and enhancements. This will, in the end, create a better learning foundation for our students.
Nicole