User:Technlu

Constructivism and Educational Technology

Constructivism is the belief that students can guide their own learning through collaboration of others with similar ability and experiences. This directly relates to technology because learning goals can be accomplished through the technology. Technology allows for collaboration amongst a variety of people through a variety of sources, such as video-conferencing, blogging, smartboards, etc… Learning is a spiral effect in which technology contributes to the mastery of concepts by overlapping and building upon the students’ prior knowledge through a variety of technological means. Driscoll (1994) explains that it is not an accident that constructivism is gaining popularity and momentum at the same time interactive, user-friendly computer technologies are becoming widely available. She explains further that "the computer offers an effective means for implementing constructivist strategies that would be difficult to accomplish in other media" (Driscoll, 1994, p. 376). Students utilize their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning. These new concepts are linked to the prior knowledge therefore, proving that all learning is connected. Constructivists’ believe that one learns by problem solving and incorporating real life experiences into newly acquired knowledge. The role of the teacher then becomes that of a facilitator of knowledge. Educators, from the constructivist’s point of view, must make sure that the prior learning experiences are appropriate and related to the concepts needed to be taught. Constructivists rely on the importance of laying the ground work for future gained knowledge. Educators teaching with the Constructivists approach need to create a problem-solving environment, use manipulatives, models, drawings, and/or calculators, encourage discussion and interaction, use cooperative learning groups, require self-validation of responses, and listen actively (Northwestern Regional Educational Library, 2004). Students are encouraged to self-reflect to make connections (prior knowledge to current experiences) and validate what is being learned.