There is a clear relationship between constructionist learning theories, instructional strategies, and technology tools. Constructivism is a theory that states that because we are individuals, we actively are engaged in construction our meaning and according to Orey, is not very consequential enough for teachers to be concerned about (Laureate, 2015e). There is more value for me in understanding the concept of constructionist learning theory which adds to constructivism by stating we take our previous knowledge to create new experiences by building things. As teachers, we employ instructional strategies and technological tools to help the student do their building. Schrock has skillfully illustrated the abundance of technological tools students can apply on their quest to build or construct including Android and Ipad apps, and Web 2.0 tools (Schrock, 2015). One interesting instructional strategy is having students create and test their hypotheses, not only in traditionally through science activity but in any content area (Pitler, 2012). This approach to construction is invaluable as it requires students to engage in complex mental processes, synthesizes their efforts using facts and vocabulary, and inevitably embellish their understanding go content (Pitler, 2012).
This module has inspired me to integrate constructivist-based instructional strategies into my teaching practice. One of the courses I teach that is traditionally not combined with technology is culture and cuisines. We typically spend our days, learning about world cultures and regional cooking delicacies. Even though this class daily invites kids to create a dish, I rarely use technological tools. The Buck Institute for Education, PBL Works website showcases project-based learning ideas with videos. One of the videos involved a group of middle school students creating their healthy-themed restaurant (Buck, n.d.). I would like to use this idea in my class by having the kids create a culturally themed restaurant which would require them to use Google to research skills to scope out competition, use Word to write letters requesting funding, work with spreadsheets to budget project spending, use online shopping carts to buy furniture and kitchen supplies. Students would then be required to pitch their business plan using Prezi. The ISTE standards for students is very evident in this PBL activity (ISTE, 2016).
Students would become empowered learners, knowledge constructors, computational thinkers, and creative communicators. As a teacher, I would demonstrate that I am designing authentic, learner-driven activities and fostering an environment that takes the various ways students learn into account. Also, I would be a facilitator by offering technology to support student achievement (ISTE, 2008).
While following edublog on twitter, I found a fantastic teacher who is using technology help her students showcase a product innovation game (Twitter, n.d.-d.). By using video editing tools and Youtube, she was able to allow each team to showcase their invention. The public was invited to vote for their favorite product on the class blog page. This is an idea I can easily incorporate in my culture and cuisine class. If they know that their peers outside of the classroom will be seeing what they are making; it will motivate them to put their best foot forward.
Another application from the sources I researched in this module would be using Skype to bring in guest speakers from the countries we are exploring (Challenge, n.d.). For instance, we are currently studying food from Latin American countries, and it would be great for students to hear first hand from a chef in that region, ask him or her questions about food prep and menu choices. This would significantly enhance our curriculum.
McConnel uses Google Form to ask her class weekly to answer questions that require them to reflect on the lessons for the week using a Likert scale (McConnel, 2018). Also, there are questions asked to check for understanding. She then addresses feedback on the following Monday. I want to incorporate this idea into my classroom as well.
In Module 2, I choose to integrate HoC by asking students to learn to create a webpage using HTML. I want to integrate using Google Sites into our project as a way for students to showcase their creation by requiring them to summarize their process, showcase image samples of their design (Schrock, 2015). By using Google Sites, it will give them a much bigger audience for their work. As an extension, we can then analyze how Google uses the very same HTML to create Google Sites.
Resources:
Buck Institute for Education. (n.d.). Retrieved April 26, 2019, from https://my.pblworks.org/resources
Challenge Based Learning. (n.d.) Resources. Retrieved April 26, 2019, from http://www.teach-nology.com/tutorials/online_project_based/
International Society for Technology in Education (ISTE). (2016). Standards for educators. Retrieved from http://www.iste.org/standards/standards/for-students-2016
International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students
Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file}. Baltimore, MD. Author
McConne, J. J. mcconnel@queensu. c. (2018). “Why Are We Doing This?”: Using Digital Reflection to Increase Student Engagement. Ubiquitous Learning: An International Journal, 11(2), 13–22. https://doi-org.ezp.waldenulibrary.org/10.18848/1835-9795/CGP/v11i02/13-22
Pitler, H., Hubbell, E.R. & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD
Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Schrock, K (2015). Bloomin’ apps. Retireved from http://www.schrockguide.net/blommin-apps.html
Twitter. (n.d.-d). Edublogs. Retrieved April 26, 2019, from https://twitter.com/edublogs
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