Constructivism for the 21st Century Classroom 1

Running head: CONSTRUCTIVISM FOR THE 21ST CENTURY CLASSROOM

Constructivism for the 21st Century Classroom Jennifer Anderson Boise State University 7/29/2012

Constructivism for the 21st Century Classroom 2

Abstract This paper examines the connection between constructivism and educational technology and identifies the need for these two concepts to work symbiotically in the future. First, it outlines the basic assumptions of constructivism as a learning theory which features the active role of students constructing their own knowledge. Second, educational technology is discussed with an emphasis on using constructivist approaches. This paper discusses how integrating these two will assist in preparing our students for the 21st century and how educators must shift their mindset to provide todays students with relevant, problem-based instruction to meet the demands and immediacy for information of new generations. Finally, the importance of creating a constructivist learning environment and curriculum is presented.

Constructivism for the 21st Century Classroom 3

Constructivism for the 21st Century Classroom The learning theory known as constructivism has been revitalized by the innovative technologies available today. Many researchers have identified the connection between constructivist learning approaches and the field of educational technology. Both allow learners to take an active role in the learning. Educational technologies allow teachers to present students with new, authentic learning environments that may not be available otherwise due to location or economic disadvantages. In order for constructivist approaches to be effective, teachers must strive to create active learning environments that engage todays learners. The students of today were born into multimedia technologies and do not learn how their parents and teachers may have learned in the past. Teachers and administrators have the responsibility of creating a diverse curriculum that stresses the use of technology and the basic constructivist principles. The theory of constructivism lends itself well to integrating educational technology into the classroom, and it is the educators job to shift thinking in order to prepare our students for the 21st century. Constructivism Constructivism can be summarized in a single statement: Knowledge is constructed in the mind of the learner (Bodner, 1986). Constructivism is a learning theory that emphasizes the active role of the learner and the constructing of knowledge by the individual. The learning environment should be as close to real as possible and allow students to develop meaning on their own, allowing cooperation and collaboration to guide learning. We use our prior knowledge and experiences in order to generate our new knowledge and continuously build upon what we have already learned. Social constructivism emphasizes the learners responsibility to actively participate. The leaders of constructivist thinking include Piaget, Dewey and Vygotsky (Rakes,

Constructivism for the 21st Century Classroom 4

Fields, & Cox, 2006). Piaget believed that knowledge is acquired as the result of a life-long constructive process in which we try to organize, structure, and restructure our experiences in light of existing schemes of thought, and thereby gradually modify and expand these schemes (Bodner, 1986). The building of knowledge lies in the hands of the learner. Learners do not match their understanding to the world around them but rather fit their knowledge to what is already understood by others (Bodner, 1986). This form of learning is very personal; however, teachers must be available to facilitate learning. Applying constructivist approaches to the classroom is becoming more and more popular with advancements in learning models, especially in science classrooms where experimental learning is common. Constructivist approaches include learning by doing, problem-based learning, hands-on learning, inquiry, and discovery learning. Constructivism also encourages and promotes lifelong learning by making the process personal and continually adding to what we already have learned. Rousseau emphasized learning by doing and the teachers role is being that of presenting problems that would stimulate curiosity and promote learning (Duffy & Cunningham, 1996.). Constructivist approaches build learners who can solve real world problems and think for themselves. These approaches are easily translated into the field of educational technology. Educational Technology Educational Technology can be a difficult concept for some people to grasp. It can be considered a multidisciplinary activity, a set of tools, a branch of behavioral sciences (Issroff & Scanlon, 2002), or a field of disciplined inquiry (Ross, Sullivan, & Tennyson, 1992). Nevertheless, educational technology is an ever growing field and one that is extremely

Constructivism for the 21st Century Classroom 5

important for preparing our students for the future. The study of educational technology did not begin until the 1960s and originated from applying behavioral theories to classroom instruction (Ross, Sullivan, & Tennyson, 1992). The field of educational technology has a wide variety of focus areas including implementation and application, research, evaluation, and the technology itself (Issroff & Scanlon, 2002). There has been a discrepancy between the application of educational technology and the research behind it. Ross, Sullivan, and Tennyson (1992) state, Application needs research and research needs to be driven largely by variable and conditions applicable to improving the learning environment. No matter what component we focus on in educational technology the outcome should be improved learning. As quoted in Issroff & Scanlons 2002 article, As the steam engine was to the first revolution, so the computer is to the second, stated July 23, 1969 by the first chancellor Lord Crowther at the Open University (OU) inauguration. The importance of technology to our future generations is obvious, so why isnt the integration of it a larger priority? Strommen and Lincoln (1992) point out that in the last 20 years technology has pierced through every aspect of society and has become mainstream, while the field of teaching has not changed considerably in the past 100 years. The process of teaching and learning must evolve along with our ability to obtain knowledge (Strommen & Lincoln, 1992). Todays teachers continue to teach as they were taught and often resist changes, despite the overwhelming evidence for integrating technology. The immediate task for American education is to embrace the future and empower our children to learn with the cultural tools they have already been given (Strommen & Lincoln, 1992). Duffy and Cunningham (1996) discuss how learning is mediated by tools and signs. Tools are inventions that change the form, structure, and character of the activity (Duffy & Cunningham, 1996). The hammer, automobile, computer, and word processor can all be

Constructivism for the 21st Century Classroom 6

considered tools because they change the physical form and structure of how things are done. Duffy & Cunningham (1996) state culture creates the tool, but the tool changes the culture. Educational technology has the ability to drastically change our culture. Students have gained the ability to communicate with students across the globe and increase their connectivity in order to gain more knowledge. The infusion of technology was helped by implementing constructivistbased activities, such as collaboration and cooperation in a group, engaging in problem solving and constructing potential solutions to societal dilemmas, and communicating the deeper processing of content and the critical development of literacy skills and strategies (Richards, 1998). Integrating Constructivism and Technology As the amount of technology available, the level of technology skills of the teachers, and the use of technology increased, the use of constructivist strategies in the classroom also appeared to increase (Nanjappa & Grant, 2003). Nanjappa and Grant (2003) identify a complementary relationship between computer technologies and constructivism. The focus of both constructivism and technology are then on creation of learning environments (Nanjappa & Grant, 2003). Learning in context is a focus of constructivism and educational technology allows for better applications in context. Duffy and Cunningham (1996) identify that technology does not focus on the individuals knowledge and activity, but rather on the activity occurring in the environment. The transactional distance theory is in agreement with constructivism in that they both recognize the importance of the two directional movement of knowledge (Gokool-Ramdoo, 2008). Constructivism involves the active exchanges between learners, teachers, and tasks. TDT

Constructivism for the 21st Century Classroom 7

emphasizes the connection between the structure of the online classroom, the autonomy of the learner, and the dialogue between the teacher and student (Gokool-Ramdoo, 2008). The dialogue between teachers and students is extremely important to knowledge-building and can assist in the evolution of understanding by both the teacher and the student. This two dimensional learning is a benefit for both the student and the teacher. The more autonomous the learner, the less structured the online classroom must be. In contrast, the young, less autonomous, or less motivated students will require more feedback, collaboration, and guidance from a constructivist teacher. This form of educational technology allows for adjustments in classroom structure, such as allowing students to perform more individual research and inquiry, and promotes the active learning that is central to constructivism. Connectivism is an emerging theory that can also be easily translated into a constructivist classroom. Connectivism focuses on learning through connections and relationships. A learning community is created and considered a node within a greater community or network (Kop & Hill, 2008). The knowledge within these communities is constantly changing and advancing with new connections between people and communities. Social networking can be important for building these communities or networks. It allows for greater access to knowledge that may not be available otherwise. Students can connect with each other and gain access to a multitude of resources with just a computer and internet access. Connectivism allows for constructivist approaches because learners are able to collaborate and generate knowledge through experience, collaboration, and inquiry. Technology not only increases ones ability to access information but can also present new environments for inquiry and problem-solving. The appropriate use of technology can reinforce high cognitive skill development and complex thinking skills such as problem solving,

Constructivism for the 21st Century Classroom 8

reasoning, decision making, and scientific inquiry (Rakes, Fields, & Cox, 2006). The constructivist learning environment should be problem based and allow for collaboration and active learning while using a variety of tools to guide learning (Rakes, Fields, & Cox, 2006). Increasing technology use can create a vehicle through which educators can address teaching and learning opportunities for all students (Rakes, Fields, and Cox, 2006). Therefore, technology can allow teachers to promote and increase cognitive skills, problem solving, and inquiry. 21st Century Implications So, How do we educate the new child? (Strommen & Lincoln, 1992). Strommen and Lincoln (1992) point to the need for a change in curriculum, using constructivism as a guide. Two features are identified by Strommen and Lincoln (1992) that are an important part of applying constructivist approaches. The first is the benefit of play and experimentation for learning. The importance of play is left behind after elementary school, and the old school form of education is most representative of secondary education. Play and experimentation are identified as important forms of learning through child development research, but are not considered important after a certain age. However, the use of play and experimentation clearly is how these students become so proficient with toys of today including cell phones, iPads, and video games. Strommen and Lincoln (1992) advocate for more play and experimentation in the modern classroom. Computers, video and other technologies engage children with the immediacy they are used to in their everyday lives, and bends it to a new pedagogical purpose. Really, it is not what equipment is used but how that equipment is used that will make the difference (Strommen & Lincoln, 1992).

Constructivism for the 21st Century Classroom 9

In order to prepare our students for the 21st century, constructivist views must be translated into modern applications. This can be a scary thought for some teachers because constructivism focuses on constructing personal meaning. What if students dont construct the correct meaning or the one we want them to? Duffy and Cunningham (1996) identify two implications for teachers using a constructivist framework, First, we do not assume that we must have a common meaning, but rather we actively seek to understand the different perspectives. Second, from a learning perspective, we do not assume that the learner will acquire the experts meaning, and hence we do not seek a transmission approach to instruction. Rather we seek to understand and challenge the learners thinking. This challenge calls for a new model of teaching. One that changes the relationship between the student and teacher, and provides an activity based, hands-on curriculum (Strommen & Lincoln, 1992). This new model is referred to by Strommen & Lincoln (1992) as a childdriven learning environment (CDLE). The teachers role in a CDLE must be different than in a traditional classroom. Teachers are challenged with the responsibility to provide students with dynamic, authentic learning experiences. They are a member of the team and are there to provide technical assistance and creative consultation (Stommen & Lincoln, 1992). Costa and Kallick (2012) identify the need for mind shifts or changes in current paradigms of education. Changing curriculum to be more relevant to our students requires three major decisions including, 1) What should be taughtgoals and outcomes; 2) how to organize and teach toward those goalsinstruction; and 3) how we might know if those goals are being achieved using these instructional strategiesassessment (Costa & Kallick, 2012). Although all of those decisions have focused on education throughout time, there needs to be a change in how these things are done by stakeholders in education.

Constructivism for the 21st Century Classroom 10

The first mind shift should be moving FROM knowing right answers TO knowing how to behave when answers are not readily apparent (Costa & Kallick, 2012). Students of the 21st century must know how to find the answers they do not know. Educational technology allows for this mind shift and makes it easier as teachers to promote discovery learning and drift away from just giving students the answers. Costa and Kallick (2012) identify a second mind shift FROM transmitting meaning TO constructing meaning. The process of generating knowledge is important to the retention of knowledge. Humans dont get ideas; they make ideas (Costa & Kallick, 2012). Bodner (1986) also presents the need for a shift stating that we must move from someone who teaches to someone who facilitates learning; a shift from teaching by imposition to teaching by negotiation. Conclusion At this point in time, it is hard to picture a world without technology such as computers, iPads, cell phones, and the like. With new technologies being available everyday it is paramount that students are prepared for an ever changing society. As teachers we have the responsibility to prepare our students for this changing world and to provide them the tools to prosper. It is unreasonable to remain in the past and think education should become static. Our learners need a constructivist approach allowing them the ability to construct their knowledge through technology. Applying constructivist approaches has and will become easier over time. Technology allows us to be more active, collaborative, and reflective while allowing us to evolve as learners alongside the evolution of technology. The technological revolution is pushing us to design technology rich curriculum and shift our mindset to the future.

Constructivism for the 21st Century Classroom 11

References Bodner, G.M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education. 63. Retrieved July 5, 2012 from http://chemed.chem.purdue.edu/chemed/bodnergroup/pdf/24_Construct.pdf Costa, A.L. & Kallick, B. (2012). It takes some getting used to. In H. Jacobs, Curriculum 21: Essential Education for a Changing World. (pp.210-226). Alexandria: ASCD. Duffy, T.M. & Cunningham, D.J. (1996). Constructivism: implications for the design and delivery of instruction. In D.H. Jonassen (Ed.), Educational communications and technology (pp. 170-199). Retrieved July 9, 2012 from http://scholar.googleusercontent.com/scholar?q=cache:nSV_8_E_PDwJ:scholar.google.c om/&hl=en&as_sdt=0,13 Gokool-Ramdoo, S. (2008). Beyond the theoretical impasse: Extending the applications of transactional distance education theory. The International Review of Research in Open and Distance Learning. 9(3). Retrieved July 9, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/541/1151 Issroff, K. & Scanlon, E. (2002). Educational technology: The influence of theory. Journal of Interactive Media in Education, 6. Retrieved from http://jime.open.ac.uk/jime/article/view/2002-6 Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning. 9(3). Retrieved July 24, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/523/1137 Nanjappa, A. & Grant, M.M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education. 2(1). Retrieved July 9, 2012 from http://ejite.isu.edu/Volume2No1/nanjappa.pd Rakes, G.C., Fields, V.S., & Cox, K.E. (2006). The influence of teachers technology use on instructional practices. Journal of Research on Technology in Education. 38(4) Retrieved July 9, 2012 from http://mytechtips.pbworks.com/f/Influence+of+Teachers'+Technology+Use+on+Instructi onal+Practices.pdf Richards, R.T. (1998). Infusing technology and literacy into the undergraduate teacher education curriculum through the use of electronic portfolios. T.H.E. Journal, 25(9), 46-50. Ross, S., Sullivan, H., & Tennyson, R. (1992). Educational technology: Four decades of research and theory. Educational Technology Research and Development, 40(2), 5-7. Retrieved

Constructivism for the 21st Century Classroom 12

July 9, 2012 from http://www.jstor.org.libproxy.boisestate.edu/stable/pdfplus/30218586.pdf Strommen, E.F. & Lincoln, B. (1992). Constructivism, technology, and the future of classroom learning. Education and Urban Society. 24(4). Retrieved July 9, 2012 from http://alicechristie.com/classes/530/constructivism.pdf