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7/28/2019 504 Learning Strategies Synthesis Paper.pdf
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Constructivism for the 21st
Century Classroom 1
Running head: CONSTRUCTIVISM FOR THE 21ST
CENTURY CLASSROOM
Constructivism for the 21st
Century Classroom
Jennifer Anderson
Boise State University
7/29/2012
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Constructivism for the 21st
Century Classroom 2
Abstract
This paper examines the connection between constructivism and educational technology
and identifies the need for these two concepts to work symbiotically in the future. First, it
outlines the basic assumptions of constructivism as a learning theory which features the active
role of students constructing their own knowledge. Second, educational technology is discussed
with an emphasis on using constructivist approaches. This paper discusses how integrating these
two will assist in preparing our students for the 21st
century and how educators must shift their
mindset to provide todays students with relevant, problem-based instruction to meet the
demands and immediacy for information of new generations. Finally, the importance of creating
a constructivist learning environment and curriculum is presented.
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Constructivism for the 21st
Century Classroom 3
Constructivism for the 21st
Century Classroom
The learning theory known as constructivism has been revitalized by the innovative
technologies available today. Many researchers have identified the connection between
constructivist learning approaches and the field of educational technology. Both allow learners to
take an active role in the learning. Educational technologies allow teachers to present students
with new, authentic learning environments that may not be available otherwise due to location or
economic disadvantages. In order for constructivist approaches to be effective, teachers must
strive to create active learning environments that engage todays learners. The students of today
were born into multimedia technologies and do not learn how their parents and teachers may
have learned in the past. Teachers and administrators have the responsibility of creating a diverse
curriculum that stresses the use of technology and the basic constructivist principles. The theory
of constructivism lends itself well to integrating educational technology into the classroom, and
it is the educators job to shift thinking in order to prepare our students for the 21st
century.
Constructivism
Constructivism can be summarized in a single statement: Knowledge is constructed in
the mind of the learner (Bodner, 1986). Constructivism is a learning theory that emphasizes the
active role of the learner and the constructing of knowledge by the individual. The learning
environment should be as close to real as possible and allow students to develop meaning on
their own, allowing cooperation and collaboration to guide learning. We use our prior knowledge
and experiences in order to generate our new knowledge and continuously build upon what we
have already learned. Social constructivism emphasizes the learners responsibility to actively
participate. The leaders of constructivist thinking include Piaget, Dewey and Vygotsky (Rakes,
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Constructivism for the 21st
Century Classroom 4
Fields, & Cox, 2006). Piaget believed that knowledge is acquired as the result of a life-long
constructive process in which we try to organize, structure, and restructure our experiences in
light of existing schemes of thought, and thereby gradually modify and expand these schemes
(Bodner, 1986). The building of knowledge lies in the hands of the learner. Learners do not
match their understanding to the world around them but rather fit their knowledge to what is
already understood by others (Bodner, 1986). This form of learning is very personal; however,
teachers must be available to facilitate learning.
Applying constructivist approaches to the classroom is becoming more and more popular
with advancements in learning models, especially in science classrooms where experimental
learning is common. Constructivist approaches include learning by doing, problem-based
learning, hands-on learning, inquiry, and discovery learning. Constructivism also encourages and
promotes lifelong learning by making the process personal and continually adding to what we
already have learned. Rousseau emphasized learning by doing and the teachers role is being
that of presenting problems that would stimulate curiosity and promote learning (Duffy &
Cunningham, 1996.). Constructivist approaches build learners who can solve real world
problems and think for themselves. These approaches are easily translated into the field of
educational technology.
Educational Technology
Educational Technology can be a difficult concept for some people to grasp. It can be
considered a multidisciplinary activity, a set of tools, a branch of behavioral sciences (Issroff
& Scanlon, 2002), or a field of disciplined inquiry (Ross, Sullivan, & Tennyson, 1992).
Nevertheless, educational technology is an ever growing field and one that is extremely
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Constructivism for the 21st
Century Classroom 5
important for preparing our students for the future. The study of educational technology did not
begin until the 1960s and originated from applying behavioral theories to classroom instruction
(Ross, Sullivan, & Tennyson, 1992). The field of educational technology has a wide variety of
focus areas including implementation and application, research, evaluation, and the technology
itself (Issroff & Scanlon, 2002). There has been a discrepancy between the application of
educational technology and the research behind it. Ross, Sullivan, and Tennyson (1992) state,
Application needs research and research needs to be driven largely by variable and conditions
applicable to improving the learning environment. No matter what component we focus on in
educational technology the outcome should be improved learning.
As quoted in Issroff & Scanlons 2002 article, As the steam engine was to the first
revolution, so the computer is to the second, stated July 23, 1969 by the first chancellor Lord
Crowther at the Open University (OU) inauguration. The importance of technology to our future
generations is obvious, so why isnt the integration of it a larger priority? Strommen and Lincoln
(1992) point out that in the last 20 years technology has pierced through every aspect of society
and has become mainstream, while the field of teaching has not changed considerably in the past
100 years. The process of teaching and learning must evolve along with our ability to obtain
knowledge (Strommen & Lincoln, 1992). Todays teachers continue to teach as they were taught
and often resist changes, despite the overwhelming evidence for integrating technology. The
immediate task for American education is to embrace the future and empower our children to
learn with the cultural tools they have already been given (Strommen & Lincoln, 1992).
Duffy and Cunningham (1996) discuss how learning is mediated by tools and signs.
Tools are inventions that change the form, structure, and character of the activity (Duffy &
Cunningham, 1996). The hammer, automobile, computer, and word processor can all be
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Constructivism for the 21st
Century Classroom 6
considered tools because they change the physical form and structure of how things are done.
Duffy & Cunningham (1996) state culture creates the tool, but the tool changes the culture.
Educational technology has the ability to drastically change our culture. Students have gained the
ability to communicate with students across the globe and increase their connectivity in order to
gain more knowledge. The infusion of technology was helped by implementing constructivist-
based activities, such as collaboration and cooperation in a group, engaging in problem solving
and constructing potential solutions to societal dilemmas, and communicating the deeper
processing of content and the critical development of literacy skills and strategies (Richards,
1998).
Integrating Constructivism and Technology
As the amount of technology available, the level of technology skills of the teachers, and
the use of technology increased, the use of constructivist strategies in the classroom also
appeared to increase (Nanjappa & Grant, 2003). Nanjappa and Grant (2003) identify a
complementary relationship between computer technologies and constructivism. The focus of
both constructivism and technology are then on creation of learning environments (Nanjappa &
Grant, 2003). Learning in context is a focus of constructivism and educational technology allows
for better applications in context. Duffy and Cunningham (1996) identify that technology does
not focus on the individuals knowledge and activity, but rather on the activity occurring in the
environment.
The transactional distance theory is in agreement with constructivism in that they both
recognize the importance of the two directional movement of knowledge (Gokool-Ramdoo,
2008). Constructivism involves the active exchanges between learners, teachers, and tasks. TDT
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emphasizes the connection between the structure of the online classroom, the autonomy of the
learner, and the dialogue between the teacher and student (Gokool-Ramdoo, 2008). The dialogue
between teachers and students is extremely important to knowledge-building and can assist in the
evolution of understanding by both the teacher and the student. This two dimensional learning is
a benefit for both the student and the teacher. The more autonomous the learner, the less
structured the online classroom must be. In contrast, the young, less autonomous, or less
motivated students will require more feedback, collaboration, and guidance from a constructivist
teacher. This form of educational technology allows for adjustments in classroom structure, such
as allowing students to perform more individual research and inquiry, and promotes the active
learning that is central to constructivism.
Connectivism is an emerging theory that can also be easily translated into a constructivist
classroom. Connectivism focuses on learning through connections and relationships. A learning
community is created and considered a node within a greater community or network (Kop &
Hill, 2008). The knowledge within these communities is constantly changing and advancing
with new connections between people and communities. Social networking can be important for
building these communities or networks. It allows for greater access to knowledge that may not
be available otherwise. Students can connect with each other and gain access to a multitude of
resources with just a computer and internet access. Connectivism allows for constructivist
approaches because learners are able to collaborate and generate knowledge through experience,
collaboration, and inquiry.
Technology not only increases ones ability to access information but can also present
new environments for inquiry and problem-solving. The appropriate use of technology can
reinforce high cognitive skill development and complex thinking skills such as problem solving,
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Constructivism for the 21st
Century Classroom 8
reasoning, decision making, and scientific inquiry (Rakes, Fields, & Cox, 2006). The
constructivist learning environment should be problem based and allow for collaboration and
active learning while using a variety of tools to guide learning (Rakes, Fields, & Cox, 2006).
Increasing technology use can create a vehicle through which educators can address teaching and
learning opportunities for all students (Rakes, Fields, and Cox, 2006). Therefore, technology can
allow teachers to promote and increase cognitive skills, problem solving, and inquiry.
21st
Century Implications
So, How do we educate the new child? (Strommen & Lincoln, 1992). Strommen and
Lincoln (1992) point to the need for a change in curriculum, using constructivism as a guide.
Two features are identified by Strommen and Lincoln (1992) that are an important part of
applying constructivist approaches. The first is the benefit of play and experimentation for
learning. The importance of play is left behind after elementary school, and the old school form
of education is most representative of secondary education. Play and experimentation are
identified as important forms of learning through child development research, but are not
considered important after a certain age. However, the use of play and experimentation clearly is
how these students become so proficient with toys of today including cell phones, iPads, and
video games. Strommen and Lincoln (1992) advocate for more play and experimentation in the
modern classroom. Computers, video and other technologies engage children with the
immediacy they are used to in their everyday lives, and bends it to a new pedagogical purpose.
Really, it is not what equipment is used but how that equipment is used that will make the
difference (Strommen & Lincoln, 1992).
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Constructivism for the 21st
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In order to prepare our students for the 21st
century, constructivist views must be
translated into modern applications. This can be a scary thought for some teachers because
constructivism focuses on constructing personal meaning. What if students dont construct the
correct meaning or the one we want them to? Duffy and Cunningham (1996) identify two
implications for teachers using a constructivist framework, First, we do not assume that we
must have a common meaning, but rather we actively seek to understand the different
perspectives. Second, from a learning perspective, we do not assume that the learner will
acquire the experts meaning, and hence we do not seek a transmission approach to instruction.
Rather we seek to understand and challenge the learners thinking.
This challenge calls for a new model of teaching. One that changes the relationship
between the student and teacher, and provides an activity based, hands-on curriculum (Strommen
& Lincoln, 1992). This new model is referred to by Strommen & Lincoln (1992) as a child-
driven learning environment (CDLE). The teachers role in a CDLE must be different than in a
traditional classroom. Teachers are challenged with the responsibility to provide students with
dynamic, authentic learning experiences. They are a member of the team and are there to provide
technical assistance and creative consultation (Stommen & Lincoln, 1992). Costa and Kallick
(2012) identify the need for mind shifts or changes in current paradigms of education.
Changing curriculum to be more relevant to our students requires three major decisions
including, 1) What should be taughtgoals and outcomes; 2) how to organize and teach toward
those goalsinstruction; and 3) how we might know if those goals are being achieved using
these instructional strategiesassessment (Costa & Kallick, 2012). Although all of those
decisions have focused on education throughout time, there needs to be a change in how these
things are done by stakeholders in education.
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Constructivism for the 21st
Century Classroom 10
The first mind shift should be moving FROM knowing right answers TO knowing
how to behave when answers are not readily apparent (Costa & Kallick, 2012). Students of the
21st
century must know how to find the answers they do not know. Educational technology
allows for this mind shift and makes it easier as teachers to promote discovery learning and drift
away from just giving students the answers. Costa and Kallick (2012) identify a second mind
shift FROM transmitting meaning TO constructing meaning. The process of generating
knowledge is important to the retention of knowledge. Humans dont get ideas; they make
ideas (Costa & Kallick, 2012). Bodner (1986) also presents the need for a shift stating that we
must move from someone who teaches to someone who facilitates learning; a shift from
teaching by imposition to teaching by negotiation.
Conclusion
At this point in time, it is hard to picture a world without technology such as computers,
iPads, cell phones, and the like. With new technologies being available everyday it is paramount
that students are prepared for an ever changing society. As teachers we have the responsibility to
prepare our students for this changing world and to provide them the tools to prosper. It is
unreasonable to remain in the past and think education should become static. Our learners need a
constructivist approach allowing them the ability to construct their knowledge through
technology. Applying constructivist approaches has and will become easier over time.
Technology allows us to be more active, collaborative, and reflective while allowing us to evolve
as learners alongside the evolution of technology. The technological revolution is pushing us to
design technology rich curriculum and shift our mindset to the future.
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