Constructivist Learning Theory, Teaching, and Learning

To understand the relationship between constructivist learning theories, instructional strategies, and technology tools, there needs to be a solid comprehension of what these concepts are. The constructivist learning theory states that students are active builders of knowledge (Orey, 2001). In a sense, the child does not get a concept, but they create it. In order for them to do this, the teacher must use instructional strategies that are highly effective. Higher order thinking questions and graphic organizers are a couple of instructional strategies that can be differentiated to meet the needs of all students. These concepts can help a student construct their learning and allow them to make connections to retain information. In addition to using instructional strategies that allow each child to construct their learning, incorporating technology tools will also strengthen a child's ability to construct their learning. For example, using PowerPoint is an amazing tool that allows the child to build their learning (Laureate Education, 2015e). Using PowerPoint and math is a great way to allow the constructionism theory to work.  According to the constructivist approach, students should be given the opportunity to discover and construct their own mathematical meanings. It follows that teachers should play the role of facilitator, refraining from providing direct instruction or telling students anything that they might be able to discover for themselves (Allene, 2011).
In the near future, I plan to use constructivist based instructional strategies in my classroom. Knowing the benefits that it has on student achievement is motivation to utilize these tools to help my students be successful. it is imperative for educators in democratic societies to remove the barriers for a more humanistic, emancipatory and intelligent education (Bently & Fleury, 2017). The barriers in this case are, on part, the teacher. As an educator, we cannot stifle the learning opportunities of our students, which includes limiting their thinking capacity. Our job is to open the door for them, not tell them what path to take once they go through it, as long as they end up at the same destination. I currently use a couple of web 2.0 tools to reinforce any concepts being taught. The students are able to work at a pace best suited for them. This falls in line with ISTE Standard #3 for Students which states students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others (2016). This is the basis of the constructivist theory. The ISTE Standard #1 for Teachers state that teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face to face and virtual environment (2008).
The application that I researched was from NASA's interactive module on the solar system. Now, for GH, I can make the solar system the main idea for the learning. Students will focus on this one topic and explore using simulated website from NASA. With the idea of constructivism in mind, the students will be able to make their own connections to the planets and their experience would be a bit more meaningful. Students who are given the opportunity to create their learning will remember the opportunity and it will stick in their brains for the long run.







References

Allen, K. (2011). Mathematics as Thinking. Democracy & Education, 19(2), 1-7.
Bentley, M. L., & Fleury, S. C. (2017). 21st Century Science Education: A Critical-Creative Social Constructivist Perspective. Critical Education, 8(11), 1-15.
International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016
International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers
Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

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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