Theoretical Framework
Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997), Bruner and Vygotsky‘s (1978/1981) social constructivism (SC) theory will support this study.
The theory of SC places teachers as facilitators in an active learning setting. An active social learning setting creates opportunities to facilitate learners with actively constructing knowledge using past experiences to connect to introduced concepts and tasks (Ryu et al., 2009). This can also be applied when teachers instill the value of the learning content through connecting the subject to past experiences and real-world situations (Specht, 2009). Teachers will need to be trained to create learning activities that contain only the information they want their students to process (Johnson et al., 2009).
Dewey’s (1916/1997) SC theory emphasized that teachers use the information processing approach to observe their students during the teaching-learning process. Dewey’s information processing approach also requires teachers to alter their instructional practice (Bebell & Kay, 2010). For example, Dewey’s information processing approach suggests teachers use the independent and self-regulatory design to prepare their learners for future educational endeavors. This design can facilitate a network of lifelong social learners. The past years emphasized ways societal changed from passive information consumers to producers of information and consumer who have become social content prosumers (Specht, 2009). Therefore, training to integrate one-to-one computing will focus on employing social content, enriching activities, pedagogical approaches and innovative technology knowledge with the existing curricular.
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...man prospective to advance through constructive use of communication resources (Johnson et al., 2009).
Technophobia: computer phobia, anxiety, unfavorable global attitudes, societal impact, specific negative cognitions or self-critical personal dialogues during actual computer usage or when considering future computer use (Ursavas & Karal, 2009).
Wireless Computing: devices that use electromagnetic waves rather than land-based wires to carry a communication signal; examples are laptops, clickers, cell phones, iPods, and other such mobile devices, including printers and desktop that operate through wireless signals, rather than hardware technology (Skevakis, 2010).
Wireless Technology: output tools such as laptops, clickers, cell phones, iPods, and other such mobile devices, including printers and desktop that operate through wireless forms (Skevakis, 2010).
In “What is Constructivism in Ethics and Metaethics” Sharon Street claims every individual has the ability to decide what is valuable to them and what is not valuable. She also claims that a single desire can be irrational and at the same time can not be intrinsically irrational. I will argue against this in my paper. In Section 1 I will explain Street’s point of view, and in Section 2 I will object her view.
Furthermore, social constructivism allows students to be presented with the same learning experience while giving them the ability to experience it in a way personal to them. I understand we all have varying life experiences that influences our perception of things in the world around us. I fully intend to help guide students to the knowledge needed to be successful, but I will not influence how they apply their knowledge to life experiences. I strongly feel an educator should not be a dictator in the classroom, but instead only a guide to help assist students in testing the capability of their own learning. A social constructivist class is set up in a manner conducive to such and affords students and teachers the opportunity to nurture such style. I place great value on making sure the environment is fair, safe, and welcoming to all. My management style will allow students to feel secure and comfortable to question learning processes and reflect on the “hows” and “whys” without feeling as if they are questioning authority which can often happen in a teacher centered classroom unfortunately. My student centered
The social contexts created within a classroom influence not only academic motivation and achievement, but also the individual development and well-being of students. There are many situations throughout a school day where students must interact with each other, and are shaped by the attitudes and behaviors of others. Research has found that students’ perceptions of positive relationships with their teachers were correlated with their pursuit of pro-social classroom goals such as getting along with others and being socially responsible, and were more strongly linked to student motivation in school (Urdan & Schoenfelder, 2006). Students care about their relationships with their teachers and respond with greater engagement and effort when they believe that their teachers care about them and are supportive. Scaffolding is a great instructional strategy to engage students in the
There exists conflicting theories among sociologists in the area of determining why a person is considered to be a deviant, and the reasons behind why he or she has committed a deviant act. From a positivistic perspective, deviance is based on biological or social determinism. Alternatively, from a constructionist perspective, deviance is created and assigned by society. Both perspectives seek to give a theory for why a person may become known as deviant. Although they both view similar acts as deviant, the basic differences between positivists and constructionists theories are clear.
However, limitations have been identified while using social constructivism. “The theory of constructivism has been criticized for the idea that there is no one truth because all truths are equally valid. Constructivism has been considered to be somewhat at odds with the concept of the self as it is typically understood in psychology. Traditionally, psychology has focused on the individual, often minimizing the role of context and culture, but constructivism looks at the context in which the self exists and considers the self to be fluid and changing”
It is very hard not to realize that technology has overpowered education in many ways. “Technology integration is similar to a tidal wave, growing silently in strength, then falling with an unstoppable roar upon those who paid no attention or showed little interest” (Guhlin, 40). Nowadays, computers are almost considered a necessity in the classroom, and are the main component of technology integration. Computers are being used in more numerous ways, besides only being used for basic word processing. With a simple computer, copious availabilities of technologies can be used in the classroom. “The one thing that is so great about the computer is that it does give a lot of instruction--and you don't need to have hearing to take advantage of it” (Anderson, 12). It’s amazing how one simple screen can provide everlasting opportunity for learning.
Empiricists and rationalists have proposed opposing theories of the acquisition of knowledge, which appear unable to coexist. Each theory holds its own strengths but does not demonstrate a strong argument in itself to the questions, “Is knowledge truly possible?” and “How is true knowledge obtained?”. Immanual Kant successfully merged the two philosophies and provided a convincing argument with his theory of empirical relativism, or what some may call constructivism. His theory bridges the gap between rationalism and empiricism and proves that empiricists and rationalists each present a piece of the full puzzle. In order to truly understand Kant’s epistemology, one must first review and understand both empiricism and rationalism on an impartial basis.
...nstructivism. Core to social constructivism practices is the creation of a social environment where students can use language to communicate, collaborate and socially interact with each other to learn. The prevalence of constructionist principals in current education attests to the importance of Vygotskys’ theories and their successful application in the classroom.
The creation of the study of international relations in the early 20th century has allowed multiple political theories to be compared, contrasted, debated, and argued against one another for the past century. These theories were created based on certain understandings of human principles or social nature and project these concepts onto the international system. They examine the international political structure and thrive to predict or explain how states will react under certain situations, pressures, and threats. Two of the most popular theories are known as constructivism and realism. When compared, these theories are different in many ways and argue on a range of topics. The topics include the role of the individual and the use of empirical data or science to explain rationally. They also have different ideological approaches to political structure, political groups, and the idea that international relations are in an environment of anarchy.
Teachers continually learn about ways people learn – the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and exciting ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.
Wi-Fi (Wireless Network) or 802.11 networking is a phenomenal way of providing Internet wirelessly at a low cost. Using radio waves, a wireless network connects a PC, mobile phone or just about anything that connects to the internet wirelessly by a router. By transmitting signals at 2.4 or 5 GHz it allows the waves to transmit more data at a faster rate. Typical Wi-Fi standards are 802.11a, b, g, n, or ac and they can switch up the frequency depending on the model (Brain). Families can create their own wireless network that can be shared between family members without the use of hooking all their devices up to the modem and can also protect their home network from potential hackers with the use of a TKIP or AES encryption. Businesses can also create a “hotspot” which is an area that has wireless networks for free or at a set fee. This is extremely convenient for commuters that need internet access while they are at work, waiting on a plane, or just sitting at a coffee spot without the need for wires(Cox).
How do people learn? A question of interest for both students and teachers. People are different so it should be obvious that there are different methods of learning and teaching. This paper will focus on the Social Cognitive Learning Theory (SCLT), the Constructivist Learning Theory (CLT) and their connection to practice. How each theory can be used to guide and plan educational programs will be discussed with examples to demonstrate how learning outcomes can vary with theory application.
There are many specific aspects of constructivism when relating it to the classroom and the learner, at whatever age. As mentioned before, the social aspect of constructivism is important in the classroom. The socialization and interaction are an essential part of the classroom. It is in a constructivism classroom where a child can use his or her social activity to be influenced or influence other students’ beliefs and values.
Constructivism is a method that says students learn by building their schema by adding to their prior knowledge by the use of scaffolding (Rhinehart Neas). Because the students are basically teaching themselves new information, the teacher is there mainly for support and guidance for the students.
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...