The Constructivism Learning Theory underpins our ICT Integration Project.

Constructivism theory is underpinned by the belief that students construct knowledge and meaning from life experiences. The theory articulates that learning is an active and constructive process, where the student gathers information from personal experiences and the environment around them. The Theory attributes learning into five headings: Active, constructive, authentic, cooperative and intentional. Learning is Active. Students learn most effectively when they are actively involved in the learning process. They can manipulate materials or the environment around them to experience and make meaning for themselves. Our ICT project will enable students to be active as they will explore the country of Australia and interpret with the information they find for themselves. By using interactive ICT such as Google maps, it will enable the students to view real lifetime examples of the country they live in. They can then interpret and report back information they have viewed and gained on a personal level. Learning is Constructive. Students enter a classroom with prior knowledge and experiences. When a teacher is able to effectively combine a students prior knowledge or current cultural backgrounds and beliefs, it enables the student to create new meanings and scaffolds their learning experiences. When the two are combined it integrates a greater learning experience. Our ICT project will enable our students to be constructive, as they will be exploring their own state where they live. They will be able to integrate what they already know and compare that information with other states in Australia. Some students may have experiences with natural or manmade features of Australia and can therefore integrate what they already know, whilst gaining a deeper understanding of those features. Learning is Authentic. Providing students with an education that is situated within real life contexts ensures that the students learning is not only meaningful and effective but also enables them to apply it. As our ICT project is on the Geography of Australia, it clearly articulates an authentic learning experience. The students will not only be exploring the country they live in but also their own state and backyard. They will get the opportunity to explore real life images from Google maps, research real life statistics on the population and cultures of Australia and also find images and videos bringing to life the world around them. The students will easily be able to apply their learning of the states and territories of Australia and the natural and manmade features, as it is where they live. Learning is Cooperative. The theory that learning is social is underpinned by Constructivism. The notion that when students gather together and collaborate about information they have attained, heightens the depth of knowledge that a student can obtain. Our ICT project is based on small group work, where students are in groups of 7, representing each state or territory of Australia. Together they will discover and obtain information and then the students will report back to each other. This cooperative learning experience is time effective for the teacher as well as providing the students with a greater depth of information. Learning is Intentional. When a student is in control of their learning experience it becomes meaningful and appropriate. Our ICT project enables intentional learning, as the students will get to choose what natural feature they select to study. They will be in control of how they find information and what aspects they choose to focus on. They also have full control over designing their Photobook as their end product. Only the information that they have attained along the way will be presented as they choose, giving the student full control of their learning experience.

Reference

Learning-Theories. (n.d). Knowledge base and Webliography. Retrieved from http://www.learning-theories.com/ Siemens, G. (2005). Elearning Space: Everything Elearning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Toh, Kok-Aun., Ho, Boon-Tiong., Chew, Charles M.K., Riley 11, Joseph .P. (2004). Teaching, Teacher knowledge and constructivism. Educational research for policies and practice(2) 195-204. Retrieved from http://download.springer.com/static/pdf/288/art%253A10.1023%252FB%253AERPP.000 0034497.95193.24.pdf?auth66=1395289810_baf0a886836756426249d9f3ea8dcea6&ext =.pdf