New tools to construct with!

This week’s resources we explored spreadsheet software, data collection tools, web resources and the theories of learning related to them. Students using such tools help them in organizing information generated by hypotheses, giving a better visual which could be tested in a time efficient manner. In addition to the instructional strategies we discover the learning theories that support the use of technology in the classroom to modify and improve instruction.

Common to most science and math classes for data collection and analysis, yet spreadsheets can go beyond a simple stationary classroom activity. For example, when linked to the internet online collaboration can flourish creating and testing from any place you are connected. By opening the door to online collaboration teams of students are not bound by just their classmates, when students can reference college student’s and professor’s work. Students can accomplish this by turning a plain spreadsheet interactive using “Google Spreadsheets and wikiCalc” for others to contribute.

When using instructional strategies to promote learning, we must consider the learning theory of constructionist and constructivist to support them. To clarify, constructivism is the way each individual actively constructs his/her meaning to objects unfamiliar to them. Similarly, constructionism is defined by how people learn best when they build and be able to share with others. These theories differ in that constructionism promotes learning through exploration, creation of artifacts, and sharing (Laureate Education, Inc., 2008). For instance, students “using data collection tools enables students to see the bigger picture and recognize patterns” (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Finally, my favorite, the powerful web resources that have the ability to transport any classroom confined student anywhere in the world, but let’s focus our teaching strategies towards problem-solving activities. Besides collecting data and testing hypotheses, web resources allow for interactivity with other students when researching or creating simulations such as flash based games. “Simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Another use for web resources, that can apply to many content-areas are webquests that offer students exploration, and possible creation of a final artifact to be completed as students interchange information and ideas.

In summary, after reading about instructional strategies that use technology in the classroom to improve their learning, I am once again surprised by the tools, that anyone who owns a computer possesses. In fact, understanding the learning theories of constructivism and constructionism sheds new light on the use of these simple tools to give students an opportunity to create was even more interesting. With some modification I could also take advantage of this learning theory and instructional tools to broaden my student’s understanding, no matter the subject area I teach.

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.