Constructivist Learning Theory, Teaching, and Learning

 

           The constructivist learning theory, teaching strategies, and technology tools all have one thing in common; they allow students to create artifacts to deepen their understanding of a topic or subject.  According to Dr. Orey, the constructivist learning theory is when a learner actively creates their own meaning and it is believed that they learn best when they can build an artifact (Laureate Education, 2015e).  Adding technology into a constructivist environment only heightens the learning being done in the classroom.  Technology adds another dimension to the learning process and engages students in their creation of artifacts for the constructivist learning theory.  Students can create artifacts using several technology programs to develop and deepen their understanding.

            One strategy I plan to use in the future is Project Based Learning.  This learning theory allows students to take responsibility for their learning by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end (English & Kitsantas, 2013).  Furthermore, Project Based Learning allows students to develop their own learning preferences in order to make sense of the information that is being given to them (Laureate Education, 2016c).  I can use Project Based Learning throughout my entire math curriculum, however, I plan to carry out this theory during the geometry unit.  Students can use google docs or google slides to create something with a set amount of shapes.  For example, a student will be given how many of each shape they can use and they can create a cat.  When they have built their creations, they can write a story to match their picture.  Involving students in this type of project allows them to become innovative designers by using the design process to generate ideas, test theories, and create innovative artifacts (International Society for Technology in Education, 2016).  Furthermore, for students to complete this project, they must “exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems” (International Society for Technology in Education, 2016).  By providing students with the chance to create, I am promoting, supporting, and modeling creative and innovative thinking and inventiveness (International Society for Technology Education, 2008). 

            The applications for the sources I researched for this week’s discussion focus on what exactly the constructivist theory is, and how it can be applied into a Project Based classroom.  Project Based Learning can be integrated into the Hour of Code I plan to implement.  Through the implementation of Hour of Code, students are able to create their own artifacts and effectively engage and become responsible for their learning by constructing knowledge and making meaning (English & Kitsantas, 2013). Students can choose a character and give them motions, set a background, and allow their character to interact with other characters.  They will be able to create their own codes using the guidance from Hour of Code to create an artifact that is exclusively them.


 

References

English, M. m., & Kitsantas, A. a. (2013). Supporting Student Self-Regulated Learning in

Problem- and Project-Based Learning. Interdisciplinary Journal Of Problem-Based

Learning, 7(2), 127-150. doi:10.7771/1541-5015.1339

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

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

International Society for Technology in Education (ISTE). (2008). Standards for teachers.

Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Orey, M. (Ed.).  (2001).  Emerging perspectives on learning, teaching, and

technology.  Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

 

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