According to the views of Seymour Papert, a key theorist in the area of Constructivist technology practices, "technology should help children experience knowledge and construct meanings" (Lever-Duffy & McDonald, 2008). It is the view of the constructivist learning theory that people learn better when they have built or created an external product while they have learned and this experience raises the level of understanding and the student's ability to make connections and gain long-term memories of those experiences.
By creating these artifacts students gain an on-the-job type of insight into the workings of lessons and assignments. These artifacts allow them to make predictions, analyze materials, and see different views of the finished products. Papert believed that the use of technology could be used not to help teachers teach, but to help student's learn. The book, Using Technology with Classroom Instruction the Works (Pitler et al, 2007), offers many ideas on how teachers can implement materials for all learning styles, including a constructivist theory (Chapter 11).
This blog focuses mainly on primary education so I will give a few of the ideas from the book and how I am choosing to implement them within my classroom.
The first technology is the use of Data Collection Tools. "Collecting date usually answers some questions and generates new ones. Using data collection tools enables students to see the bigger picture and recognize patterns" (Pitler et al, 2007). Using tools such as digital thermometers and probes would be ideal in primary classrooms when teaching about weather. I would use this to record data on temperature levels throughout the year to discuss how it changes from season to season. You could also measure rainfall and snowfall in your area. After recording the students can create graphs to show the rise and fall of whatever you decide to measure and gain a better understanding of how weather fluctuates and make connections between the seasons and weather. I also plan to use the Internet as another source for comparing the area we live with different countries and cities to show how weather is not the same throughout the world. "Sharing and comparing data from other localities gives students enough information to generate and test hypotheses concerning the nation and other parts of the world" (Pitler et al, 2007).
Our second technology is that of online web resources, such as virtual situations or simulation software. The use of these resources will help to create ideal learning environments that are "incredibly engaging, resulting in increased motivation and retention in learning" (Pitler et al, 2007). The use of simulation software can help students to make connections and develop a belief and understanding of the material. In my classroom I use a simple shapes simulator to create everyday objects with shapes. You take a triangle and a square and put them together and then a house appears, transposed over the top of the shapes. A circle, with two triangles and a cat appears transposed. It is a great way to develop connections between shapes and how they can fit together. In the same simulator you can connect multiple shapes to create new shapes, like a pair of triangles can be connected to create a square or three can be connected to create a trapezoid. Such simulations can be very beneficial especially to young students who are just beginning to create knowledge or schema.
Overall, the use of technologies within your classroom can be ultimately beneficial to your students and their ability to learn material and maintain it throughout the year and beyond.
Resources:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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My Voice Thread
14 years ago
I agree that students gain a better understanding and are able to retain the information if they create it. I believe hands-on activities also grab students’ attention and students seem to enjoy these types of activities. I feel teachers also get the chance to better understand their students with these types of activities. When students create something, teachers are able to see their creativeness or even their idea of the information they were presented with.
ReplyDeleteI enjoyed reading about your idea of incorporating digital thermometers and probes into your lesson on weather. One of my student teaching placements was in a 2nd grade classroom and I did my unit on weather. I had went out and bought 2 thermometers and then had the custodians hang them up outside. I then had to do a lesson on how to read a thermometer. I was surprised but none of my students had a hard time with this. I think it would have also been neat to include a digital thermometer so students could compare the two. An activity with this unit I had my students complete was documenting the weather each day. I had created kites out of construction paper and string. On each kite students had to fill in the temperature, the type of weather that particular day, if the wind was blowing, and the types of clouds in the sky that day. Each student got a turn and was able to choose the color of kite they wanted and the string. After students completed their kite I hung them up on our bulletin board. I have to say, students absolutely loved this idea. I loved it to because my students were so good they did this activity independently!