The Walden assignment for this week is to look at the correlation between the instructional strategies we have explored and constructivist/constructionist learning theories. To be honest, I had some trouble distinguishing between constructivism and constructionism, so I had to watch our video a second time. In it Dr. Orey describes constructivism as "a theory of knowledge stating that that each individual actively constructs his/her own meaning.' He describes constructionism as "a theory of learning that states people learn best when they build an external artifact or something they can share with others." He also describes Symour Papert's idea of the principal mechanisms for learning: assimilation, accomodation, equilibration, and schema. Schema are our concepts of things, and equilibration is when the input we receive fits nice and neatly in our current concepts. When something doesn't fit, we experience disequilibration. We regain equilibration by either cexpanding our old concept to allow the new information or by creating a whole new concept to fit the new information.
In Using Technology with Classroom Instruction that Works, the authors suggest several activities that demonstrate this process. They all have the students learn by constructing some sort of artifact. In one, they suggest a spreadsheet activity that has the children predict which types of investments will earn the most given certain circumstances. The students then plug formulas into a spreadsheet, graph their results, and present their findings. In this process the students start with one schema about the best way to earn money through savings. When they test this theory, many find that their assumption is wrong (disequilibration) and have to change their idea about the best way to invest (assimilation). The same process happens with the data collection tools for the rain pH project and in the the history game.
I really like the idea of the By Kids for Kids website because it really makes students think as they create their artifacts. I can see how students would face disequilibration when their ideas don't quite work out or even when they are deciding on an invention that might solve a problem that they have. In the process of testing their inventions, they would have to open their minds by expanding schema (assimilation) as they find new materials to accomplish the same goals (what if we made this out of aluminum instead of paper) and as they realize that they might actually have to try something completely different (accomodation).
Two other websites caught my eye. They were Darwin Pond and Astro-Venture. I can see my students getting very excited as they manipulate the environments and situations these sites provide. It makes me think of their Webkins that they are always dying to check on. Obviously, students using these programs would be constructing artifacts, and even better, they would be having fun doing it.
I like your correlation to the Webkinz that students are so interested in. I see that as technology instructor, you can really involve them in many different activities during your time with each class. Do you see building an artifact with the computer as being the same as building a physical, actual artifact (out of paper or foil)? I am not sure if I feel they are the same. I can see how both would impact learning and development, though.
ReplyDeleteDo you find that this learning theory is evident in your teaching? Many people have found that the others we have read about are intertwined throughout our lessons. Do you think this one is too?
Lynn
I do find that this one is really just part and parcel of teaching technology. I don't know how I could do it without constructionist principles being involved. I don't think I could possibly do it well.
ReplyDeleteAs far as the artifacts go, that is something that I really struggled with last year. Our ridiculously shrinking budget prevented me from allowing the students to print out their work except in rare instances throughout the year. I do think that the artifcts that we created are just as important as others, but they are somewhat dimished when the students don't get anything to take home and share. I feel that the message they received was that their work in the lab wasn't really important. That is a shame, and I hope the situation improves next year!
Perhaps you could use flash drives to save work on or make a site accessable to parents to view the work. Would that be a path that you could check out? I think that what the students are learning is what they take with them, but little people really like to have something to show. You are right. Maybe through this program you can uncover an answer to this concern.
ReplyDeleteI was glad to see you mentioned the "By Kids For Kids" site. I thought that was a great site. That is the find of site that makes me wonder why I did not think of it.
ReplyDeleteWhat would you think of taking this site, and what we learned this week about student projects, and turning it into a class project. We could set up our own sites for students to share what they know. That would be a great way for our students to be able to share their individualities. Who knows, maybe this is a great way to break those "peer groups" up. The wheels in my head are spinning!
I thought that Dr. Orey did a nice job of explaining the differences is constructivism and constructionism in the DVD. It's always easier for me to hear it rather than read it also.
ReplyDeleteI saw your response saying that you aren't allowed to let the students print out many things. My school is the same way. Most of the time our regular teachers were unable to get copies for numerous reasons. I went out and bought some of my own paper for the kids to use for a few projects because I think it makes a HUGE difference when they have that piece of paper in their hands that shows what they did. Leaving it on the computer isn't as effective (with the younger kids).
Nancy, Thank you for elaborating on assimilation, accomodation, equilibration, and schema. It helped me understand it better. When I was watching Dr. Orey's DVD segment on it, I made a connection to previous learning I was involved in when I took Spanish in college (assimilation?). Relating to adapting to new cultures, it is said that a person assimilates when he/she adopts all the aspects of the new culture while neglecting his/her culture of origin. Accomodation is when someone is able to take on aspects of a new culture while maintaining aspects of his/her origin. But this seems to be opposite of constructionism where accomodation is adopting a whole new schema and assimilation is adapting new information to existing old information.
ReplyDeleteShannon,
ReplyDeleteI tried to connect it to language class at first, and I had to throw that out the window. It confused me too much!
Lynn,
I would love to find a way to have student work available to parents online. I have ways to publish select works, but I want to be able to share ALL of their work! Maybe something will come up. My principal has mentioned asking our parent-teacher organization to purchase flash drives. I hope that pans out!
Integrration,
I worked on a wiki with a class last year, and I am looking forward to tweaking that lesson for next year. Once I get it right, I want to share it with our faculty. I hope the idea catches on.
T. Gartner,
No, leaving the work on the computer isn't ideal for little kids by any means. But my problam isn't paper. I didn't come close to using my share of that. the problem was toner for my laser printer in the lab. Each cartridge costs almost $300, and the printer has to have all four to work. I explained this expense and our budget situation to the kids as best I could, but they just don't understand. They are too young. The kids were so proud of the few things they did get to print, that it just made me sad. Maybe next year will be better!
Nancy