Using Technology with Classroom Instruction that Works discusses several instructional strategies and technological tools including spreadsheet software, data collection tools, and web resources that allow students to generate and test hypotheses. “When teachers vary the processes in their classroom, they are following the classroom recommendation that their students be engaged in different types of hypothesis generation” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.204).
Can this technology correlate to the constructionist/constructivist classroom? Most definitely. In the perspective of a constructivist, “knowledge is a constructed element resulting from the learning process” (Lever-Duffy & McDonald, 2008, p.16). Whereas in the constructionist theory of learning “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2009). Technology quickly provides and collects data accurately leaving more time for students to analyze, synthesize, and interpret data.
Spreadsheet software provide the opportunity to manipulate data, test theories, observe patterns in the data, and make and compare predictions without spending extensive time entering the data and doing calculations. Data collection tools such as probes, digital microscopes, and even the Internet provide opportunities for students to gather data quickly and accurately that will confirm or deny the hypothesis in question. Interactive applets and simulations are examples of web resources that engage the students by providing virtual learning environments stimulating motivation to learn. Technology in the classroom offers many tools to allow students to interpret information in less time so they can focus more energy on the finished product.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I agree that providing different activities is a great way to engage students in their learning. I feel that technology is a great resource when finding new ways for students to learn and practice what they know. I also agree that by providing technology, students are often saved a step or saved time finding the information. This allows students to spend more time using and applying the learned information rather than spending a lot of time finding the information. I remember when my students were doing a podcast on the ocean and they spent so much time researching and had less time for their podcast. I gave them an outline of information to be looking for and many resources, but I probably should have narrowed it down for them and allowed them to choose the information they felt was the most interesting and helpful. This may have allowed for more time on the final product, their podcast.
ReplyDeleteStacy I whole heartedly agree that technology in the classroom can offer wonderful tools allow students to interpret information in less time so they can focus more energy on the finished product. Being a seventh and eight grade Technology Teacher I to integrate the use of spreadsheets into our curriculum as much as possible. In fact lately, I have even gone as far as requiring students to keep a spreadsheet/log of his or her own current grades on various projects. This allows the students to track their own progress and know their current class grade at any point, ushering in some accountability and allowing for personal improvements and goal setting. So far it has worked great and the parents love it! Keep up the good work - Dave
ReplyDeleteCharlene,
ReplyDeleteThrough this educational process of obtaining my master's degree in educational technology, I am understanding how the constructionist and constructivist classroom can easily support the use of technology. I used to be one of those "old teachers" who was resistant to the use of technology because of my lack of knowledge. I now feel it is also a great way for students to collaborate during their experience with technology while they are creating artifacts to embed learning into their long-term memory for better retention and recall.