“It is not the beauty of a building you should look at; it’s the construction of the foundation that will stand the test of time” (Coe, n.d.). We, educators, are establishing a foundation where students learn what they want when they want, and how they will remember. Constructivist and constructionist learning theories promote active learners to engage directly in their learning experience. Constructivism is a theory of knowledge stating that each actively constructs his/her meaning (Laureate Education, 2015e). Teachers need to regularly ask themselves “how can students be innovators of the learning experiences?” According to Bloom’s Taxonomy, creativity is the highest level of cognitive ability (Schrock, 2015). During instruction, we hope our students analyze and evaluate information to meet specific content standards. However, if students are given an opportunity to construct their understanding of the information, they would be reaching the highest level of learning possible. Constructionism is a theory that states people learn when they build an external artifact or something they can share with others (Laureate Education, 2015e).
Students need to be active participants in the learning environment. Project-based learning opportunities, like passion projects or genius hour, allows students to explore these theories. These types of projects build on student’s new understandings and cognitive development (Laureate Education, 2015e). With the advancements in technology, constructivists/constructionists are finding even more innovative ways to learn. The read/write web gives students an opportunity to create new information and share their knowledge with the world. More teachers around the country are assessing standards within their content and applying constructivist/constructionist learning theories to their instruction. With the support of technology, learning has drastically transformed the education experience for students.
I am embracing the constructivist-based learning theory in my class more this year than ever before. As a result, students are more engaged and excited about the learning experience. I’ve established a culture where learning where I facilitate and inspire my students to learn and think outside the box to problem-solve. I am reminded that I am expected to “promote, support, and model creative and innovative thinking and inventiveness” (ISTE, 2016). This school year was the first year in my six-year career that I did not establish the expectations and norms for my classroom. I allowed my students, after our class discussion, to come up with them as a group. Consequently, it’s allowed me to hold them accountable for expectations they don’t meet in and out of class. I also let students determine the negative and positive behaviors we track in ClassDojo, the online classroom management and incentive-based program (ClassDojo, 2017). Acts can be edited at any time within the application. Students are free to recommend what actions they should add or subtract to the list that would deter negative behavior and influence more positive response. They then vote on all changes. The changes in my student’s actions are vastly better than earlier in the school year because they know expected to have ideas, create innovations, and share them with their peers.
Aww App and Google Classroom are two constructionist applications teachers immediately need to integrate into the learning experience. Aww App is a collaborative online whiteboard for business and education (Aww App, 2017). Aww app allows for students create their interactive evaluations on content (Schrock, 2015). Students with Aww App can write, draw, chart, or graph their ideas within the app and share their thoughts online. As an interventionist, I am always looking for creative ways to encourage my students to evaluate information. Making judgments, or evaluating information is one of higher-level thinking skills and it can be difficult for students (Armstrong, n.d.). In my early experiences in the classroom, I’ve noticed that the work given to students lied within the “understand or apply levels” of Blooms Taxonomy (Armstrong, n.d.). Based on more recent summative assessment data, if students can practice analyzing and evaluating content it will better equip them to comprehend the material. Aww App creatively allows students to make necessary evaluations.
Google Classroom is a free Google app that lets educators create classes, distribute assignments, send feedback, and see everything in one place (Google, 2017). I’ve assimilated read/write web learning experiences into my classroom this year. Google and Google Classroom created a setting in which students and teachers can digitally organize learning. Within the Google Classroom application, there is one-click access to YouTube, Search, Drive, and all other Google-based software. As the teacher, I can give direct feedback and control the software student’s use for projects. My students regularly use Google Search and YouTube Education to build upon their understanding and ideas. It is essential for students to use technology to construct and deepen their knowledge (ISTE, 2008). For this to happen, teachers should be using technology that connects learning skills that positive meet student learning needs.
Aww App. (2017). Retrieved from https://awwapp.com/
Patricia Armstrong. (n.d.). Bloom’s Taxonomy | Center for Teaching | Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
ClassDojo. (2017). Retrieved from https://www.classdojo.com
Classroom | Google for Classroom. (2017). Retrieved from https://edu.google.com/k-12-solutions/classroom/
David Allen Coe. (n.d.). Retrieved from https://www.brainyquote.com/quotes/quotes/d/davidallan204305.html
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 students. 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.
Laureate Education (Producer). (2016c). Constructivism in practice [Video file]. Baltimore, MD: Author.
Schrock, K. (2015). Bloomin’ apps. Retrieved from http://www.schrockguide.net/bloomin-apps.html
BmurrayEDUTECH 