the 21st century learner final
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Looking into the 21st Century of Education from a students' perspectiveTRANSCRIPT
- 1. The 21st Century Learner
Inside a Constructivist Classroom
2. I am a 21st Century Learner
3. I can use all types of technology, with some help from
you.
4. Communication tools dont get socially interesting until they get
technologically boring(Shirky. C. 2008. pg.205).
For students of the 21st Century these tools are the norm, they are
tools that most children know how to use effectively and
efficiently, but at the same time these tools still intrigue
them.
5. I am like a sponge, ready to absorb all the knowledge that I can
cope with. But please dont overload me, I am still only a child and
can only cope with so much.
Piagets stages of development is an example of this. Children can
be at different stages and need to be taught in different ways to
accommodate this.
Image retrieved 10/7/2010 from:
http://www.treehugger.com/files/2010/02/from-the-forums-natural-v-synthetic.php
6. Please do not lecture me on subjects; I will not pay attention
and will not learn from it!
Attention:Did I get your attention?
As a teacher it is essential that we attract and maintain our
students attention. If we fail to engage the student they will
simply not pay attention. This is where actively involving the
students in the lesson can help to initially grab their attention
and also to maintain their attention. (Eggen & Kauchak, 2010,
pg.209).
It is also important that students are cognitively active
throughout the whole lesson. To enable them to be able to build
upon their long term memory, they need to be recalling the
knowledge that they already have, activating a scheme
andelaborating on it.
Maker: Nickolas Murray (American 1892-1965). Title: PICTORIAL
REVIEW. Date: ca. 1936
George EastmanHouse Collection.
http://www.eastmanhouse.org/inc/collections/photography.php
Retrieved 28/6/2010
fromhttp://www.flickr.com/photos/george_eastman_house/3123694484/in/photostream/
7. Early constructivist theories have been around for more than
seventy five years. With experts like Jean Piaget, Lev Vygotsky,
Jerome Bruner and John Dewey all contributing to the theory.
Like Piaget, Bruner argues that conceptions that children arrive at
on their own are usually more meaningful than those proposed by
others. (Snowman & Biehler, 2006, pg.311)
8. Please guide me so I can construct my own knowledge.
Piagets constructivists views on learning illustrate this, whereby
teachers now see learning as an active process in which learners
construct their own knowledge
(Eggen & Kauchak. 2010, p43).
9. We should be teaching our students how to interpret the
materials they get on the web
(Boyd. d. Retrieved from:
http://many.corante.com/archives/2005/12/17/wikipedia_academia_and_seigenthaler.php)
21st Century learners will need to learn how to filter through all
the information that will be available to them on the World Wide
Web. Teachers will need to guide students with advice on which
information would be appropriate to use and what information is
incorrect, outdated or biased . The WWW stores a lot of
valuableinformation, but it also stores a lot of nonsense as
well.
10. Please keep in mind how old I am, do not show me things that
are beyond my comprehension.
Piagetstheory ofcognitive development is an example of this.
Cognitive Development, changes in our thinking that occur as a
result of learning, maturation, and experience
(Eggen& Kauchak,2010,p.30).
11. I need to be motivated to learn, so motivate me!
Children can achieve just about anything if
they are motivated enough, yet they will
learn very little if motivation is missing .
Research suggests that purpose and relevance
are essential for many kids to learn. The great
challenge for many parents and teachers is to
keep children interested in learning until its
relevance becomes apparent.
(Grose.M. Retrieved from:
http://www.pedarecc.sa.edu.au/parents/documents/11MGP21Motivation.pdf).
12. I learn from doing, so let me explore things for myself.
Children learn by engaging in meaningful experiences. Experiences
which are meaningful to their life, ability, culture, age and which
they find interesting
(Retrieved from:
http://www.itz4kidz.com.au/education/articles/learning-through-play.aspx).
They will learn far more, far quicker and with enjoyment, in a
structured play environment, than by trying to 'teach' them
letters, and reading and maths in a formal setting
(Retrieved from:
http://www.itz4kidz.com.au/education/articles/learning-through-play.aspx).
This relates back to the constructivist theory that children
construct their own knowledge.
13. I learn from seeing, so show me how and model it for me. If I
am not understanding, help me to understand.
As Vygotsky believed, a student will benefit more when they are
working within their zone of proximal development. By assisting the
student with scaffolding you are helping them progress through the
zone of proximal development for the task they are attempting
(Eggen & Kauchak. 2010. pg.47). Types of scaffolding include;
modelling, thinking aloud, questioning, adapting instructional
materials, prompts and cues.
14. I like to get things right but if I make a mistake, guide me,
on ways that I can correct it for next time.
Piaget believed that children can adapt, through assimilation and
accommodation. If a childs equilibrium is disrupted they need to
find a way to answer the problem in order to achieve equilibrium
again.
One way of doing this is through adaption.By trying to fit an
experience into an existing scheme (Snowman & Biehler, 2006,
pg.65), the child is trying to assimilate. By changing the scheme
or creating a new one to incorporate the new experience (Snowman
& Biehler, 2006, pg.65), the child is trying to
accommodate.
15. I like to work with my peers, it helps me to learn. Whether its
within the classroom or online.
MSNWikis
Facebook
Vygotsky believed that social interaction enabled development
within students(Eggen & Kauchak, 2010, p45).
Vygotskys work also influenced the theory of social constructivism
which suggest that learners first construct their knowledge through
social interaction then assess it individually. This would be very
effective with the use of the internet, Students can first search
out their information online, then verify elsewhere.
Images from MSN website and Wikispaces website
16. I like to know how I am doing at school so please reward me for
good work or behaviour and if I should happen to do something wrong
or misbehave please let me know. I will try and do better the next
time!
Use of positive reinforcers would be an example for rewarding good
work. However, use of punishment for bad behaviour must be used
sparingly, it requires sound professional knowledge
(Eggen & Kauchak, 2010, p.173).
Images are from Microsoft Clipart. Retrieved 28/6/2010 from
http://office.microsoft.com/en-au/images/
17. In my world, we are digital natives, we live in the cyberworld,
so show me how to be polite and interact with others over the World
Wide Web.
Our children today are being socialized in a way that is vastly
different from their parents. The numbers are overwhelming: over
10,000 hours playing videogames, over 200,000 emails and instant
messages sent and received; over 10,000 hours talking on digital
cell phones; over 20,000 hours watching TV (a high percentage fast
speed MTV), over 500,000 commercials seenall before the kids leave
college. And, maybe, at the very most, 5,000 hours of book reading.
These are todays Digital Native students.
(Prensky. M. (2001). Retrieved from:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf)
Teaching students about netiquette, how to digitally speak to
others on the internet, would be one example.
18. I will still need to know how to interact with people, so show
me the social etiquette that I need, demonstrate it for me.
Children in the 21st Century will spend a lot of their time online.
They will need to know how to behave appropriately. This would
include being polite whilst talking to others on the net,
netiquette and recognising cyber bullying.
When you are online everything seems a bit impersonal and if
students are not supervised they may unintentionally hurt another
students feelings or bully them in some way.
The methods used are limited only by the child's imagination and
access to technology. And the cyberbully one moment may become the
victim the next. The kids often change roles, going from victim to
bully and back again.
(Stop Cyberbullying, retrieved from:
http://www.stopcyberbullying.org/what_is_cyberbullying_exactly.html)
19. Help me to stay safe on the internet.
Being online also means that students may be vulnerable to internet
predators and they need to be made aware that giving out any sort
of personal details may make them even more vulnerable.
As a teacher we need to provide this information to the students
and make sure they have a total understanding of how to behave and
what not to do when they are on the very public internet.
20. References:
Biehler. R & Snowman. J. (2006). Psychology Applied to Teaching
(11th edition).
Boston, New York: Houghton Mifflin Company.
boyd. d. (2005).Wikipedia, academia and Seigenthaler.
Retrieved 9/7/2010 from
http://many.corante.com/archives/2005/12/17/wikipedia_academia_and_seigenthaler.php
Eggen, P. and Kauchak, D. (2010). Educational Psychology, Windows
on Classrooms (8th edition).
Upper Saddle River, NJ: Pearson International.
Grose. M. Motivation Children to Learn.
Retrieved 8/7/2010 from:
http://www.pedarecc.sa.edu.au/parents/documents/11MGP21Motivation.pdf
Murray. N. (American 1892-1965). Title: PICTORIAL REVIEW. Date: ca.
1936
George EastmanHouse Collection.
http://www.eastmanhouse.org/inc/collections/photography.php
Retrieved 28/6/2010
fromhttp://www.flickr.com/photos/george_eastman_house/3123694484/in/photostream
Prensky. M. (2001) Digital Natives, Digital Immigrants Part 2; Do
they really think differently?
Retrieved 10/7/2010 from:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
Quotes on Slide 12: Learning From Play.Retrieved 8/7/2010 from:
http://www.itz4kidz.com.au/education/articles/learning-through-play.aspx
Quote on Slide 18: Stop Cyberbullying. Retrieved 10/7/2010
from:
http://www.stopcyberbullying.org/what_is_cyberbullying_exactly.html
Shirky. C. (2008). Here Comes Everybody: The Power of Organizing
WithoutOrganizations.
New York: Penguin
21. References:
Images are from Microsoft Clipart. Retrieved 28/6/2010 from
http://office.microsoft.com/en-au/images
Image retrieved 10/7/2010 from:
http://www.treehugger.com/files/2010/02/from-the-forums-natural-v-synthetic.php
- Photos taken by Kerrie Pennell, Amanda Petterson, Sophronia Quinton and Emma Ramm,
Children in the photos are photographers own children.