24 Constructivist approach to ICT in education

DR. Geeta R Thakur

Module Structure:

23.0Learning outcomes

23.1Introduction

23.2Definitions of Constructivism

23.3Types of Constructivism

23.4Principles of Constructivism

23.5Es of Constructivism

23.6 Constructivism and ICT

23.7Let us sum up

23.0 LEARNING OUTCOMES

After going through this module you will be able to:

• Explain the concept of constructivism
• Explain cognitive constructivism and social constructivism
• State the principles of constructivism.
• Explain 5 Es of constructivism.
• Apply constructivism in ICT in education.
• Explain the use of ICT while applying constructivism in education.

Constructivism is basically a theory — based on observation and scientific study — about how people learn.

23.1 INTRODUCTION

Constructivism is basically a theory based on observation and scientific study about how people learn. Constructivism says that people construct their own meaning from experiences that cause them to reevaluate and change or adjust their prior knowledge. There is not a fixed body of knowledge for students to learn. Students are not vessels that a teacher fills with a set knowledge. The knowledge is ever changing and relevant to the learner. Constructivists believe that children are learning the material through making their own connections with prior knowledge. The students are constructing this knowledge as well.

Constructivists allow their students to be involved in questions and activities that allow for this repeated disagreement in knowledge. Through this repeated disagreement students will construct new knowledge. One strategy that helps students transfer knowledge in a constructivist classroom is to organize information around relevant clusters of problems, questions, and situations.

Constructivism is active learning. Through constructivism students are guiding and assessing their own learning. They are not just taking in information but are making their own interpretation of an experience and then elaborating and testing those interpretations. The teacher acts as a coach, guiding the students along their path of learning. Teachers must also support student’s understandings rather than providing the students with the answers. The teacher encourages all students to express their ideas as they learn. Constructivist approaches emphasize both the process of the learning as well the product.

Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas.

Where does the theory come from?

Two of the most prominent constructivist researchers are:

• Jean Piaget  (stages of cognitive development)
• Howard Gardner (multiple intelligences)

23.2 DEFINITIONS OF CONSTRUCTIVISM

• According to Brooks and Brooks “Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in.”
• According to Cashman, “Constructivism is based on a type of learning in which the learner forms, or constructs much of what one learns or comprehends:” Constructivists believe that “learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual’s knowledge is a function of one’s prior experiences, mental structures and beliefs that are used to interpret objects and events.”

Studies show that students remember 90% of what they say and do, but only 20% of what teachers say. This illustrates the need for creating classrooms that fit the way students learn, the essence of constructivism. Constructivism focuses on the students as shapers of meaning and knowledge. It is based on improving the students’ critical thinking skills, not just focusing on the content to be learned. It trains them “how to learn.” Once students understand the ways they learn, they can carry this process with them into the future, as they encounter new and different situations.

23.3 TYPES OF CONSTRUCTIVISM

Cognitive constructivism

Cognitive constructivism is proposed by Bruner. Learning is an active process. Learner construct new ideas or concepts based upon their current and past knowledge. Bruner stressed on understanding of the structure of the subject being learned. Active learning and reasoning is required for true understanding. The learner should engage in discovery learning obtaining knowledge by themselves. They select and transform information, construct hypotheses, and make decisions. To make these things happen, learner should be provided the environment, experiences which are possible through ICTs. Computer simulation immerses the student in learning environment that model real world situations. Computer based simulations of real environments in which learners construct knowledge as they explore and design new worlds.

 Social constructivism

Vygotsky is the main proponent of social constructivism. Social constructivists believe that knowledge is constructed and mutually built in the social context. Social interaction leads to social learning which further leads to cognitive development. A student can perform a task under adult guidance or peer collaboration. ICTs are helpful in providing opportunities for students to learn with the teacher and peers in constructing knowledge and understanding. ICT boosts collaborative learning and social learning. Social networking like Facebook, WhatsApp etc. make social learning a reality. Use of email and computer mediated communication provides the opportunities for collaborative learning based on a social constructivist approach.

23.4 PRINCIPLES OF CONSTRUCTIVISM

Learning should be viewed as an active process:

Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The learner needs to do something; that learning is not the passive acceptance of knowledge which exists “out there” but that learning involves the learner is engaging with the world.

It should be understood that people learn to learn as they learn:

Learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.

Learning involves language:

The language we use influences learning. Researchers have noted that people talk to themselves as they learn. On a more general level there is a collection of arguments, that language and learning are inextricably intertwined. The native language is found to be more effective in learning.

Learning is a social activity:

Our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family etc., including the people before us or next to us at the exhibit. Much of traditional education is directed towards isolating the learner from all social interaction and towards seeing education as a one-on-one relationship between the learner and the objective material to be learned. In contrast, progressive education recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning.

Learning is contextual:

We do not learn isolated facts and theories separate from the rest of our lives. We learn in relationship to what else we know, what we believe, our prejudices and our fear. Learning is active and social. We cannot divorce our learning from our lives.

One needs knowledge to learn:

It is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learnerand must provide a path into the subject for the learner based on that learner’s previous knowledge.

Learning needs time:

Learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight, can be traced back to long periods of preparation.

The crucial action of constructing meaning is mental:

Learning happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands.

Motivation is a key component in learning:

Motivation helps learning as well as it is essential for learning. Unless we know “the reasons why”, we may not be very involved in using the knowledge that may be instilled in us even by the most severe and direct teaching.

Click here to watch the constructivism in the classroom

The Biological Science Curriculum Study (BSCS), a team whose Principal Investigator is Roger Bybee developed an instructional model for constructivism, called the “Five Es”

The 5E’s of Constructivism model has following steps:

I. Engage:

Excite the learner and engage the learner to develop interest in the topic.

• In the stage Engage, the students first encounter and identify the instructional task.
• They make connections between past and present learning experiences; stimulate their involvement in the anticipation of these activities.
• Asking a question, defining a problem, showing a surprising event and acting out a problematic situation are all ways to engage the students and focus them on the instructional tasks.
• Students are motivated.
• Demonstration, reading, graphic organizers, brainstorming are used to engage students.

For e.g. showing videos or images of light travelling in a straight line.

II.  Explore:

Students have the opportunity to get directly involved with the phenomena and materials.

• In the Exploration stage, the students think, investigate/ test/ make decisions/ problem solve/collect information. They may perform investigations. Read resource material, construct models etc.
• They develop a basis of experience with the phenomenon.
• As they work together in teams, involved in sharing and communicating.
• The teacher acts as a facilitator, providing materials and guiding the students’ focus.
• The students’ inquiry process helps in their own learning during an exploration. For e.g. Students experiment with material

III. Explain

Learners explain what has been understood through an activity.

Students are involved in analyzing their exploration. Their understanding is clarified and modified through reflective activity.

• The learner begins to put the abstract experience in concrete language form.
• With the help of language, the learner sequences events into a logical format.
• Communication occurs between peers, the facilitator, or within the learner himself.
• Working in groups, learners support each other’s understanding as they articulate their observations, ideas, questions and hypotheses.
• The teacher (the facilitator) introduces labels, after the child has had a direct experience.

For example a child, may state they have noticed that a magnet has a tendency to “stick” to a certain metallic object. The teacher, in her discussion with the child, might introduce terminology i.e. “an attracting force”.

• Common language enhances the sharing and communication between facilitator and students. The facilitator can determine levels of understanding and possible misconceptions.
• Students may explain in the form of created works such as writing, drawing, video, or tape recordings. They provide recorded evidence of the learner’s development, progress and growth.
• In all, students may analyze and explain, support ideas with evidence, question in a structured manner, read and discuss, compare, classify, analyze error.

For e.g., use of cooperative learning strategy for students to explain what they explore.

IV.   Elaborate

The students expand on the concepts they have learned.

• They may involve in problem solving, decision making, experimental inquiry and thinking skill activities such as compare, classify and apply.
• They make connections to other related concepts.
• They apply their understanding to the world around them.

For example, while exploring light phenomena, a learner constructs an understanding of the path light travels through space. Examining a lamp post, she may notice that the shadow of the post changes its location as the day grows later. This observation can lead to further inquiry as to possible connections between the shadow’s changing location and the changes in direction of the light source, the Sun.

Applications to real world events, such as where to plant flowers so that they receive sunlight most of the day – this is extensions and applications of the concept that light travels in a straight path.

• These connections often lead to further inquiry and new understandings.

V.  Evaluate

• Ongoing diagnostic process
• It helps teachers to understand the learner’s understanding
• Helpful for teachers, students, parents
• Helpful for improving lesson planning
• Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are:
• Determined hand-in-hand with the lesson design,
• Teacher observation structured by checklists,
• Student interviews,
• Portfolios,
• Project and problem-based learning products,
• Embedded assessments.
• Concrete evidence of the learning proceed is most valuable in communications between students, teachers, parents and administrators.
• Displays of attainment and progress enhance understanding for all parties involved in the educational process. These evidences of learning serve to guide the teacher in further lesson planning and may signal the need for modification and change of direction.

For example, if a teacher perceives clear evidence of misconception, then he/she can revisit the concept to enhance clearer understanding.

Teacher should reflect on the following questions to have constructivist learning:

1.  Do I give freedom to students?

2. Do I encourage students to take initiative during this lesson?

3. Do I provide extra information to engage them in learning?

3.  Do I encourage critical thinking?

4. Do I create an environment where students get the opportunity to build knowledge?

5  Do I give an assignment as per student’s interests and thereby motivate students to learn through their interest?

5.  Do I give opportunity to students to explain their understanding before giving my own answers?

6.  Do I provide opportunities for dialogue about the concept?

7.  Do I ask open-ended questions?

8.  Do I seek elaboration on the students’ initial responses?

9.  Do students get opportunities to realize whether or not their present conceptions are correct?

10.  Do I allow sufficient wait time after asking questions?

11.  Do I allow enough time for students to work with the concept(s)?

12. Do I provide chances for students to use their natural curiosity?

23.6 CONSTRUCTIVISM AND ICT

Constructivism has a complementary relationship with technology, both benefit each other. Technology aids constructivist learning. Students spend more time in active construction of knowledge when technology is involved in the learning. Students actually learn more and in less time with computer-based instruction. This makes constructivism and technology a useful tool in education. Constructivism has the framework that is supportive of technological learning. Technology does not only benefit from constructivism but constructivism also benefits from technology. New technology makes content construction more accessible. Students are more engaged and motivated to learn when technology is involved. Technology can be used to find and process information. It can also be used to help students to reflect on their learning. This type of learning encourages higher level thinking.

Constructivism promotes open ended learning experiences where the methods and results of learning are not easily measured and may not the same for each learner. Purposeful knowledge construction may be facilitated by an environment which is created by using ICTs appropriately. Constructivism demands learners’ active participation which is possible in the form of in class participation, group submission, interactions which becomes possible and smoothen with the help of ICTs.

The use of ICTs within the classroom helps to engage learners and enhance constructivist based learning opportunities. The integration of ICTs can create knowledge using interactive activities at a pace that is determined by the learner. It can create an opportunity for instructors to break away from conventional scheduled class limit. ICTs provide varied learning experiences for diverse learning styles.

Structures and goal oriented online discussion can increase a student’s ability to articulate ideas, collaboratively construct shared knowledge which results in constructivist learning experiences.

Blogs can enrich constructivist learning in an interactive structure that encourage public reflection and dialogue between students.

e-portfolios can promote constructivist learning as it is a tool to provide students with the ability to share knowledge and self reflection with other students.

Constructivist learning stresses the need of openly sharing knowledge. Various social networking sites like Facebook, twitter, whatsapp allows students to speak with peers within virtual learning communities. It also allows students to present their views and critically analyze the views of others.

Computer aided learning offers students the ability to verbally compose and share knowledge within an online social context to gain multiple perspectives.

Different ICT tools that support constructivist learning increases students’ ability to participate in peer interactions, group reflection and discussion.

Technology and constructivism can support cognitive and metacognitive skills. There are many problems that are preventing teachers from using constructivism in today’s standards-based environment These teachers feel the pressure of all the content that students need to learn. They do not feel that they are able to or have the freedom to use constructivism theory in their classrooms. Another problem is that their past experiences affect how they teach. Teachers may think they are using constructivism when their teaching still has roots in traditionalism. With the needs of the 21st century many education professionals are seeing the need for a constructivist environment. Constructivism provides students with the higher thinking skills which are necessary in the 21st century. Even though many teachers see the need to use constructivism in their classroom, they do not have enough understanding, or are unsure on how to apply it to enhance their students learning. Teachers need training not only on how to incorporate technology in the classroom but how to enhance the learning through a constructivist approach.

23.7 LET US SUM UP

Constructivism is a theory about how people lean. Constructivism says that people construct their knowledge on their own experiences and build their understanding of new ideas. Jean Piaget and Howard Gardener are two prominent constructivists. There are two main types of constructivism i.e. Cognitive constructivism and Social constructivism.

The underlying principles of constructivism are learning is active process, people learn as they learn, learning involves language, learning is a social activity, learning is contextual, one needs knowledge to learn, learning needs time, learning happens in mind, learning needs motivation.

Roger Bybee developed instructional model for constructivism- “Five Es” / 5 Es are Engage, Explore, Explain, Elaborate and Evaluation.

Constructivism has a complementary relationship with technology, both benefit each other. Technology aids constructivist learning. Constructivism also benefits from technology.

REFERENCES

• http://edutechwiki.unige.ch/en/Constructivist_learning
• http://www.miamisci.org/ph/lpintro5e.html
• http://www.funderstanding.com/piaget.cfm
• http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/P/piaget’s_stages. html
• http://pdts.uh.edu/~srmehall/theory/social.html
• http://www.artsined.com/teachingarts/Pedag/Constructivist.html