nathaniel irwin - using constructivism and educational technology to develop 21st century learners

7/29/2019 Nathaniel Irwin - Using Constructivism and Educational Technology to Develop 21st Century Learners

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Running Head: CONSTRUCTIVISM AND EDUCATIONAL TECHNOLOGY 1

Using Constructivism and Educational Technology to Develop 21st Century Learners

Nathaniel Irwin

Boise State University


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CONSTRUCTIVISM AND EDUCATIONAL TECHNOLOGY 2

Abstract

Constructivism and technology integration play a key role in the 21st century classroom.

Constructivist theories are guiding educators to create more student-centered learning

environments that sufficiently develop students to learn through experiences. Educational

technology has emerged as a powerful tool to aid in the development of higher level thinkers.

Students developing their own understanding of concepts through the use of technology improve

problem-solving, critical thinking and collaboration skills more effectively. These skills are

necessary to the 21st century thinker.


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Introduction

If we teach today the way we were taught yesterday we aren't preparing students for

today or tomorrow (Anonymous, n.d.).

Todays educators are looking for ways to enhance students understanding of the world

around them. Rather than learning through rote memorization of facts, teachers have begun to

design learning activities where students experience the content. This style of learning is rooted

in constructivism. Constructivism has emerged as the most accepted learning theory in todays

classroom. Students are required to not only learn key concepts and skills, but to apply those

abilities in everyday situations.Educators have been given the challenge to prepare students to be successful not only

now, but especially in the future. The fast-paced, ever-changing world has become more

unpredictable as communication and technology are constantly changing. In order to prepare

students to solve unknown problems, the Partnership for 21 st Century Skills has created a

framework to address 21st century learning. The framework addresses learning and innovation

skills, such as creativity, critical thinking, problem solving, collaboration, and skills relating to

information, media, and technology (Partnership or 21st Century Skills, 2011). The inclusion of

these skills in a classroom curriculum is essential to developing higher level thinking through

constructivist theory and technology integration.

Emerging technologies are playing a key role in the development of these learning

activities. The integration of computers, the Internet, and Web 2.0 tools have given students the

opportunity to explore and synthesize content in ways there were unavailable a decade ago. The

ability to interactively research, create, and share knowledge through technology has

revolutionized todays classroom. Strategies for developing 21st century skills are often


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enhanced through an integration of educational technology. Constant connectivity and high

speed Internet access have brought distance learning to the forefront of educational innovation.

Constructivist learning and technology integration have a direct correlation.

Constructivist beliefs are a significant predictor of technology integration in the classroom

(Overbay, Patterson, Vasu, & Grable, 2010). Both constructivist beliefs and technology

integration lend themselves to the exploration of knowledge. Students can use technology to

engage in experiences through computer simulations. Blogs and social networking give learners

an online medium to collaborate and share ideas. Social networking gives educators and

students unprecedented access to not only each other, but to experts in the field that wereotherwise inaccessible. Applications found in desktop publishing software can heighten a

students interest in a topic and increase a learners self-esteem when they publish their own

work.

Constructivist Learning Theory

What is Constructivism?

Constructivism is a type of learning theory that explains human learning as an active

attempt to construct understanding and meaning in the world. Learners construct their own

knowledge through experiences and reflecting on those experiences. According to Colburn

(2000), constructivist theory describes how people learn and represents an array of teaching

strategies. Learning in a constructivist environment is active and self-directed. Students

engaged in constructivism are actively using problem-solving and critical thinking skills during a

relevant and engaging learning activity. Teachers who have adopted these theories believe that

children construct their own knowledge, rather than receiving it in finished form from the teacher

or the textbook (Carpenter, 2003).


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The constructivist epistemology can be discussed through three schools of thought.

These brands of constructivism include: cognitive, social, and radical constructivism. Cognitive

constructivism is based on the research by Jean Piaget and is typically associated with

information processing. In cognitive constructivism, ideas are constructed in individuals

through a personal process (Powell & Kalina, 2009). Doolittle and Camp (1999) describe the

cognitive process as the result of accurate internalization and (re)construction of external

reality.

Social constructivism differs from cognitive constructivism in that ideas are constructed

through interaction with the teachers and other students (Powell & Kalina, 2009), rather thanthrough an individual process. Collaboration and social interaction are major contributors to the

social constructivist theory. Social constructivism and its principles are based on the research of

Lev Vygotsky. Ennis-Cole (n.d.) describes social constructivism as an interactive exchange

which results in shared meaning.

Radical constructivism gained prominence from Ernst von Glasersfeld and is viewed as

the most extreme version of constructivism. Its main principle stems from the belief that

knowledge cannot be transported from one mind to another. Through radical constructivism, an

individual constructs knowledge through a subjective interpretation of their active experience.

Joldersma (2011) states: radical constructivism occurs as students conceptual patterns are

called up short by the situation, as devised by the teacher, so that new thoughts can be initiated.

In doing so, the teacher does not transfer knowledge to the students, but creates opportunities for

them to re-conceptualize their experiences, thereby constructing their own knowledge.


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Role of the Teacher

The typical classroom as depicted on television and movies features a teacher standing at

the front of a group of students teaching through lecture. All activities are teacher led and

students are expected to acquire knowledge directly from the teacher. This stereotypical teacher

was created through behaviorist theory in which all knowledge and behaviors are acquired

through conditioning.

The constructivist teacher will create a much different learning environment. In

constructivism, the educator designs learning activities that will be student led. Learners will

acquire knowledge from the teacher, but will construct their own understanding.

The teacher isa guide, facilitator, and co-explorer who encourages learners to question, challenge, and

formulate their own ideas, opinions, and conclusions (Ultanir, 2012). Most of the educators

work in a constructivist classroom will be in the form of preparation. Teachers, acting as

instructional designers, must understand the strengths and weaknesses of constructivist learning

theory in order to facilitate problem solving and active learning (Karagiorgi & Symeou, 2005).

Role of the Student

The student, in a constructivist-centered learning environment, is responsible for three

distinct roles. Milbrandt, Felts, Richards, and Abghari (2004) describe these roles as the active

learner, the social learner, and the creative learner. Learning activities that actively engage

students in creative problem solving are constructivist by nature. Learning embedded in social

interactions in which students discuss, debate, investigate, and explore multiple viewpoints rather

than accept the teachers viewpoint as the only authority offer other powerful avenues for active

learning and connect students to the real worldbeyond the classroom (Milbrandt et al., 2004).


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Technology Integration

How Constructivist Thought Can Be Applied to Technology Integration

Emergent technologies have given educators a way to facilitate 21st century skills such

as: creativity, innovation, critical thinking, problem solving, and collaboration. Creating

learning activities that foster these skills will not only adequately create a student led,

constructivist experience, but will also provide opportunities for students to utilize technologies

found in their school. Roblyer and Doering (2013) describe integration strategies for technology

that are based on constructivist methods.

The first of these strategies is to use technology integration to foster creative problemsolving and metacognition (Roblyer & Doering, 2013). Developing higher level thinking skills

is essential as students are expected to solve relevant problems in creative ways. Students need

to be given the opportunity to develop and improve strategies that will make them more effective

problem solvers. Resources such as problem-solving courseware and multimedia applications

are often considered ideal environments for challenging students creativity and problem-solving

abilities (Roblyer & Doering, 2013).

Technology integration can also be used to generate motivation to learn. Research

indicates that the integration of computer technology can help teachers build a more visual and

interactive learning environment (Moos and Marroquin, 2010). Interactive and visual

components are engaging and motivating to learners, especially at-risk students. Constructivists

argue that instruction must address students affective needs as well as their cognitive ones,

saying that students will learn more if what they are learning is interesting and relevant to their

needs (Roblyer & Doering, 2013).


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Cooperation and collaboration found during group activities and projects can be

supported by both technology integration and constructivist thinking. Collaboration is a

necessary skill in development of 21st century thinkers that will give learners the ability to work

with others while solving problems and creating artifacts. Students in a collaborative setting can

help each other accomplish tasks and learn from one another. Students engage in social

constructivism by learning from each others prior experiences and are able to use those

experiences to increase their own understanding of the topic. For example, Internet research for

a group project and the creation of multimedia products to synthesize the topic facilitate both

constructivism and technology integration and require collaboration among group members.

Teacher Preparation

Many school systems are quick to adopt emerging technology without a valid

implementation plan. Teachers are not prepared or properly trained to make technology a part of

their classroom. Technology is often misusedby teachers who use computers to search for

resources, connect to e-mail, do word processing, conduct administrative work and facilitate the

work of student evaluation. Teachers rarely apply computer technology in their classroom

teaching, but use it mainly for personal functions (Lin, 2012).

Educators who have been properly trained in technology integration strategies are more

likely to incorporate technology in their instruction. Molebash (2002) suggests that teacher

education courses that teach pre-service teachers how to integrate technology often produce

educators who are more confident and effective in technology integration. Pre-service teachers

who were exposed to technology integration strategies during methods classes were more likely

to apply those technology skills in the classroom during their first year of teaching.


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Consequently, teachers in this study also perceived technology as a tool that can be used to

teach content, not simply as a generic skill (Molebash, 2002).

Distance Learning

New visions about learning, the emergence of high-performance computing and

communication technology, and connectivity to the information superhighway are offering

educators the opportunity to rethink and restructure the way they design distance education

(Herring, 2004). Emerging technologies and broadband Internet access have given educators the

ability to create a student-centered learning environment within a distance education setting.

Distance education settings provide increased flexibility, interactivity, and access to a variety ofresources for both teacher and students.

To effectively utilize distance education, educational needs and technological capabilities

must be effectively linked. As opposed to using distance education as a means of delivering a

long distance, teacher-based lecture, educators are incorporating constructivist theories into

distance education by tapping into the collaborative and interactive potential of technology. The

integration of course management software, such as Moodle or Blackboard, creates an online

learning environment where learners can collaborate and learn from each other experiences. .

Conclusion

The integration of educational technology and the implementation of constructivist

theories share similar role in the realm of education. Both contribute to the development of 21st

century skills. A student-centered learning environment that promotes problem-solving,

collaboration, and higher level thinking is constructivist by definition and will often employ a

wide range of educational technology to support this learning style.


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Constructivism is viewed as a significant trend in education. In order to become 21st

century thinkers learners must reflect on and learn from individual experiences and experiences

of others. Teachers will take on the role of a facilitator while learners take ownership of their

own education. Educators are challenge with the task of creating student-centered learning

environments that will give ample opportunity for the development of 21st century skills.

Emerging technologies have become increasingly useful tools for educators and learners.

Educators are able to incorporate learning activities that utilize the practicality of educational

technology. Problem-solving, critical thinking, collaboration, and creativity can all be enhanced

through proper technology integration. Milman and Heinecke (2000) asserted that technologyhas helped to shift the focus from the instructor to the students, and further, that technology's role

in allowing students to access and create online primary source archives promoted the social

construction of knowledge.

Constructivism and technology integration are connected to the 21st century classroom.

The development of learners who are effective at solving the problems of tomorrow is a

challenge that needs to be met by all educators. Creating and maintaining a student-centered

constructivist learning environment that aids in the growth of 21st century skills can be enhanced

through the integration of technology. The addition of educational technology to such a setting

can increase media and technology literacy while engaging and motivating students. Students

are more likely to see the relevance of the topic and in turn will be able to apply their skills to

real world problems.


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References

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nathaniel irwin - using constructivism and educational technology to develop 21st century learners

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