Constructivism in my Classroom

 

Constructivism learning theory is a student learning new knowledge by creating ideas and problem solving (Orey, 2010). Students learn by developing ideas and experiences from prior knowledge (Krahenbuhk, 2016). Constructivism can be presented in the classroom through learning by design and project-based learning. Both are student-centered strategies that create a learning environment where they can take responsibility for their learning (Orey, 2010). In these strategies, students learn from their mistakes, from each other, and learn what they can do on their own (Laureate Education, 2016). Technology tools that can be effective are google tools like google slides, docs, meet that allows students to collaborate. Other tools that could be used are web quests, blogs, and portfolios (Yoders, 2014). These tools enable students to learn and collaborate through student-centered learning. 

I have used learn by design strategy in my class by having students create a video summary of a unit discussed throughout the year. They work with their group to create and edit their video and share it with the class. Students are using many technology tools like google docs, slides, Fiipgrid, and WE video. The students are accountable for designing, modifying, sharing, and reflecting on their projects (Orey, 2010). I want to try project-based learning to research and learn more about the standards we are learning and how they are used throughout different careers. This project would allow the students to make connections and find meaning in the material they are learning throughout the year (Sciarra). They could also make predictions about what careers they think would be used before their research. They could post their final project to conclude through a blog where the student can read each other's projects. 

Learn by design and project-based learning integrates technology standards for both teachers and students. As the teacher, I am a learner, designer, and facilitator. I am learning and designing learner-driven activities that incorporate technology (ISTE, 2008). I am also facilitating my students while they create and communicate ideas ( ISTE, 2008). The students are learners, designers, and communicators. They are using a variety of technology to learn through designing and creating a project on their own (ISTE, 2016). They are also communicating ideas and collaboratively working together. These strategies are helping both my students and I grow together with technology. 

My scholarly source, "Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers," reflects on the challenges teachers may see while using constructivism in the classroom (Krahenbuhk, 2016). This article was helpful because it gave me advice on trying constructivism strategies in the classroom and how to manage them. It will help me deliver my Hour of Code assignment for class. My popular source, "Integrating constructivism and instructional design in the 21st century" is about constructivism and how to use it in a 21st-century classroom. This article was helpful because it gave me more knowledge about constructivism and the background behind the theory. It also gave me more ideas on how to use it in the classroom. Both sources helped understand constructivism's best practices for using it in the classroom.

In conclusion, constructivism is an excellent way for students to use technology to create their ideas and experiences about classroom concepts. This learning theory can maximize student learning by using their previous knowledge and experiences (Pitler et al., 2012). I am excited to use constructivism-learning strategies to integrate technology into my curriculum. Both my students and I will be growing through this learning process. 

 

 

References

International Society for Technology in Education (ITSE). (2008). Standards for educators.

            Retrieved from https://www.iste.org/standards/for-educators

International Society for Technology in Education (ITSE). (2016). Standards for students.

            Retrieved from https://www.iste.org/standards/for-students

Krahenbuhl, K. S. (2016). Student-centered Education and Constructivism: Challenges,

Concerns, and Clarity for Teachers. Clearing House, 89(3), 97–105. https://doi-org.ezp.waldenulibrary.org/10.1080/00098655.2016.1191311

Laureate Education (Producer). (2016c). Constructivism in practice [Video file].

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved     

            from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2nd ed.). Alexandria, VA: ASCD.

Sciarra, E. (n.d.) Integrating constructivism and instructional design in the 21st century.

            Retrieved from https://www.merlot.org/merlot/viewSite.htm?id=9161022

 Yoders, S. (2014). Constructivism Theory and Use from 21st Century Perspective. Journal of Applied Learning Technology, 4(3), 12–20.