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Constructivism and Educational Technology

Constructivism and Educational Technology. Ugur Baslanti Ginnopaoli Kelley Madeline Ortiz-Rodríguez EME 5054: Foundations of Ed. Tech. October 1 st , 2002. (Antecedent). Stimulus. Response. (Consequence). Behaviorism and Learning.

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Constructivism and Educational Technology

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  1. Constructivism and Educational Technology Ugur Baslanti Ginnopaoli Kelley Madeline Ortiz-Rodríguez EME 5054: Foundations of Ed. Tech. October 1st, 2002

  2. (Antecedent) Stimulus Response (Consequence) Behaviorism and Learning • Learning is a change of observable behavior due to experience. • Learning is accomplished by doing, experience, trial and error. (Skinner, 1938)

  3. (Antecedent) Stimulus Response (Consequence) Behaviorism and Educational Technology • Teaching machines give immediate feedback to students. • Use of tutorials, and drill and practice SW. • Use of media: TV, films, newspapers, …

  4. Psychological Process Prior Knowledge Stimulus Response Cognitive Theory and Learning • Learning is changing mental representations. It is to construct meaning about the world and themselves. • Learning is accomplished by the cognitive processes: Information Processing, Symbol Manipulation (Visual Literacy) and Knowledge Construction.

  5. Psychological Process Prior Knowledge Stimulus Response Cognitive Theory and Educational Technology • Use of intelligent tutor systems, expert systems, interactive multimedia environments, virtual reality. • Technology is used to go beyond direct instruction.

  6. Metaphors of the Mind Mind as a computer: -- Knowledge is a matter of storage and retrieval. Mind as a brain: -- Knowledge is a function of distributed connections and network activations.

  7. Vico Giambattista Jean Jaques Rousseau John Dewey Jerome Brunner Constructivists:Historical Predecessors

  8. Historical Predecessors Vico Giambattista(1668 - 1744) Italian • “… to know means to know how to make” • Getting away from memorization and recitation Reference: http://www.connix.com/~gapinton/

  9. Historical Predecessors Jean Jaques Rousseau(1712-1778) born in Switzerland and died in France. • “emphasized learning by doing” • Teachers should present problems that stimulate curiosity and promote learning. Reference: http://www.wabash.edu/Rousseau/

  10. Historical Predecessors John Dewey(1859-1952) American • “… education is not preparation for life it is life itself …” • Focus on inquiry-based learning • Teachers as providers of tools, materials, appliances,… • Teachers will guide the learning process. Reference: http://www.siu.edu/~deweyctr/

  11. Historical Predecessors Jerome Bruner(1915- ) American Theory of Instruction: predisposition, structured knowledge, sequence, and pacing rewards and punishments. Instructional methods: Discovery Learning, Inquiry, Experimentation, Observation, Interviewing, Literature search, Summarizing, Defense of opinion References: http://www.massey.ac.nz/~i75202/lect14/lect1499.htm, http://tip.psychology.org/bruner.html

  12. Historical Predecessors Alfred North Whitehead (1861 to 1947) born in UK and died in US • Education is being able to use knowledge. Reference: http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Whitehead.html

  13. Constructivism How does it fit in?

  14. Constructivism • Content, activity and learning is seen as a whole. • Learning is an active process that occurs by: • testing a hypothesis, gathering and sharing information, and solving a problem. • “… learning … is a process of active cognitive reorganization.” • “… learning … is a process of acculturation …

  15. Ernst von Glasersfeld Lev S. Vygosky Barbara Rogoff Constructivists:Two Schools of Thought Cognitive constructivism: Jean Piaget Socio-Cultural constructivism:

  16. Cognitive Constructivist Jean Piaget (1896-1980) Swiss • Learning is adaptation accomplished by: • Acculturation • Assimilation • Equilibrium • Information is organized into interrelated ideas or schemas Reference: http://www.indiana.edu/~intell/piaget.html

  17. Cognitive Constructivist Ernst von Glasersfeld • Radical Constructivism • Our subjective experiences interact with our previous knowledge to construct new knowledge. Reference: http://www.oikos.org/vonen.htm

  18. Socio-cultural Constructivist Lev Semenovich Vygotsky • Zone of proximal development (Zo-ped) • Mediators of human actions in order to construct meaning • Technological tools • Psychological tools • Importance of culture and historical experience • Experience of others 1897-1933 Reference: http://www.massey.ac.nz/~i75202/lect17/lect1799.htm

  19. Socio-cultural Constructivist Barbara Rogoff • “.. learning requires the active involvement of the learner” • importance of collaborative learning • developing learning communities Reference: http://www.newswise.com/articles/2001/10/LEARN2.UCS.html

  20. Students • Will develop cultural understanding so that they can: • communicate adequately • develop collaborative skills • develop content knowledge

  21. The Instructor • Is viewed as a guide, manager, coach or tutor. • Help students develop thinking and reasoning skills: • Problem solving • Metacognition • Critical thinking • Challenge learning by asking questions such as: • Why? • What do you mean? • How do you know that’s true? • Avoid giving the answer or opinion.

  22. Constructivism and Educational Technology • Technology as: • “a tool for the learner.” • “an integral part of the cognitive activity.” • Mindtools* * Jonassen, David H. (2000). Computers as Mindtools for Schools: Engaging Critical Thinking. (2nd. Ed.) NJ: Merrill.

  23. Assessment • Tests generated by student’s learning: • Multiple choice, essays, short answer • Peer and self-evaluation • Portfolios • Performance Assessment • Authentic Assessment • Dynamic Assessment

  24. Compatibility • Seeking compatibility in order to: • understand others point of view • understand learner’s thinking • map knowledge

  25. Mind as Rhizome • Knowledge cannot be organized as a global system. • The mind is dynamic, constantly changing. • Thinking takes place through connections and interactions.

  26. Metaphors we teach by • All knowledge is constructed. • Multiple perspectives can be constructed. • Learning should occur in contexts to which it is related. • Learning is mediated by tools and signs. • Learning is inherently social-dialogical activity. • Learners are distributed, multidimensional participants in a socio-cultural process. • Knowing how we know is the ultimate human accomplishment.

  27. Discovery Learning Zone of Proximal Development Scaffolding Cognitive Apprenticeship Coaching Context is a Dynamic Whole Learner Control Not teacher-control Not computer-control Assessment Collaborative Learning Computers and Media Instructional Methods

  28. To conclude … “The end of human activity is not rest, but rather richer and better human activity.” Rorty (1991), p. 172 Duffy, T.M. and Cunningham, R. J. Constructivism: Implications for the design and delivery of Instruction. In: Jonnasen, D. (Ed.) Handbook of research for educational communications and technology (170-198).

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