Constructivism and Educational Technology

Constructivism and Educational

TechnologyLarissa Parrilla

Erika PenningerStacie Pullum

Randy Rodgers

IntroductionOver the last century education has taken many turns. Although there have been several pinnacle points within the profession, none have matched the impact of technology. The twentieth century holds claim to the increase in students attending colleges and universities, women obtaining higher education degrees, and the era of desegregation. With the invention of the personal computer (PC) and Bill Gates’ vision of a new operating system with signature software, education has blossomed to new heights. The last twenty years has been filled with an increase of available resources linked to technology. Advances in the development of software, the speed and storage of PCs, and the launch of the Internet are few. Recently, the evolution of the Read/Write web, or Web 2.0, has given teachers and students a vast new pool of resources for creativity, collaboration, global awareness, and critical thinking. Adolescents within society have embraced these forms of communication feverishly, often reluctantly imparting knowledge to their educators. Even with this knowledge, some educators are reluctant to incorporate technology into their daily instruction. The idea for this Knowledge Area Module (KAM) is to zero in on the Constructivist Learning Theory perspective of each well renowned theorist. As the digital age continues moving forward at warp speeds, a closer look at how educational philosophies among today’s educators develop is imperative. This necessity is driven by supply and demand from society. Evaluating the basis of the Constructivist Learning Theory and how blending it with technology to provide educators with a professional development program is the basis of this KAM. Utilizing various forms of research from past and present on technology integration, a constructivist approach to learning, and human development will be used as a foundation to secure a philosophical shift among educators today. John Dewey’s (1991) approach to thinking challenges educators to continually seek answers through reflective thought (p. 13). As Dewey (1991) states, “Reflective thinking is always more or less troublesome because it involves overcoming inertia that inclines one to accept suggestions at their face value; it involves willingness to endure a condition of mental unrest and disturbance” (p. 13). The constructivist perspectives of Lev Vygotsky and Jerome Bruner will provide essential insight as the implementation of the application unfolds thus, possibly changing the future of how educators view technology.

BreadthObjectives:• Analyze the educational philosophies of Jerome Bruner, John

Dewey, and Lev Vygotsky in terms of their principles regarding a constructivist approach to learning.

• Compare and contrast the philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky from their perspectives of a constructivist approach to learning and the structure of professional development for educators.

• Discuss the strengths and limitations of fostering a constructivist learning approach among educators through technology integration and the long-term benefits for social change.

BreadthDemonstration:The Demonstration will consist of a 30-page scholarly

paper that critically assesses the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky. The paper will include a discussion on how their educational philosophies contribute to the Constructivist Learning Theory through the integration of technology. View points from the reading material will be used in connecting a constructivist approach to professional development among educators. The overall outcome of the study will be to determine the impact of the Constructivist Learning Theory on teaching styles of educators integrating technology across the curriculum.

BreadthReferences:

Bruner, J. S. (1956). Study of thinking: An analysis of strategies in the utilizing of information for thinking and problem solving. (J. J. Goodnow, & G. A. Austin, Trans.). New York, NY: Harvard Cognition Project.

Bruner, J. S. (1977/1999). The process of education: A landmark in educational theory. Cambridge, MA: The President and Fellows of Harvard College.

Dewey, J. (1916/1944). Democracy and education: An introduction to the philosophy of education. New York, NY: The Free Press.

Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone.

Dewey, J. (1991). How we think. Amherst, NY: Prometheus Books.

Vygotsky, L. S. (Eds.) (1978). Mind in society: Development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and Language. (A. Kozulin, Trans.). Cambridge, MA: The MIT Press.

DepthObjectives:• Critically examine how technology is influencing

and changing the delivery of instruction in the classroom.

• Discuss the hesitations and limitations of educators incorporating technology in the classroom.

• Report on how technology is being effectively used with constructivist practices in teacher professional development.

DepthDemonstration:The Depth Demonstration will include the preparation of

an Annotated Bibliography that is reflective of constructivist theories and current thinking on providing training for today’s educators to integrating technology into their classrooms. The Annotated Bibliography will include at least 15 articles related to professional development, constructivist teaching and incorporating technology and selected from peer reviewed journals. In addition, a 25 to 30 page paper will synthesize themes from research studies, relating them to the theories of Bruner, Dewey, and Vygotsky.

DepthReferences:Barbour, M., & Rich, P. (2007). Social constructivist e-Learning: A case study. International Electronic Journal for

Leadership in Learning, 11(3-9), 2-2. Retrieved July 26, 2008, from Education Research Complete database.

Brill, J.M. (2007). Pedagogical Innovation and Meeting Academic Standards: How Technology Integration through a Constructivist Framework Can Support Both Goals. Educational Media & Technology Yearbook. 32, 26-36.

Burke, B.N., & Meade, S.D. (2007). The finest in professional development: Engineering bydesign (ebd) curriculum specialists—Helping hands for improving student achievement. The Technology Teacher (pp. 23-27). Reston, VA: International Technology Education Association.

Davies, T. (2004). Changing schools of thought: Back to the future [Electronic version]. Research in Education, 71, 9-16.

Debevec, K., & Shih, M. (2006). Learning strategies and performance in a technology integrated classroom [Electronic version]. Journal of Research on Technology in Education, 38, 293-307.

Erekson, T., & Shumway, S. (2006). Integrating the study of technology into the curriculum: A consulting teacher model. Journal of Technology Education: Vol. 18. (pp. 27-38). Millersville, PA: Council of Technology Teacher Education and the International Technology Education Association.Hurt, J. (2008). The Advantages and Disadvantages of Teaching and Learning On-line. Delta Kappa Gamma Bulletin. 74 (4), 5-11.

Kearney, M. (2004). Classroom use of multimedia-supported predict-observe-explain tasks in a social constructivist learning environment. Research in Science Education, 34(4), 427-453. Retrieved July 26, 2008, doi:10.1007/s11165-004-8795-y

Kidman, G., & Palmer, G. (2006) GIS: The technology is there but the teaching is yet to catch up. Research in Geographical and Environmental Education. 15(3), 289-296.

DepthReferences (continued):Li, Q. (2004). Knowledge building community: Keys for using online forums. Tech Trends: Linking Research & Practice to Improve Learning, 48(4), 24. Retrieved July 26, 2008, from ERIC database.

Matzen, N.J. & Edmunds, J.A. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education. 39 (4), 417-430.

O'Hanlon, C. (2007) The teacher becomes the student. THE Journal. 34(11), 20-22.

Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853. Retrieved July 26, 2008, from ERIC database.

Passerini, K. (2007). Performance and behavioral outcomes in technology supported learning: The role of interactive multimedia [Electronic version]. Journal of Educational Multimedia and Hypermedia, 16, 183-211.

Sbarma, P., Xie, Y., Hsieh, P., Hsieh, W., & Yoo, S. (2008), Student Learning Outcomes in Technology-Enhanced Constructivist Learning Environments: What Does Research Show? Educational Media & Technology Yearbook. 33, 77-90.

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers. 46(3), 21-27.

Triggs, P., & John, P. (2004) From transaction to transformation: information and communication technology, professional development and the formation of communities of practice. Journal of Computer Assisted Learning. 20(6), 426-439.

Wright, V. & Wilson, E. (2007) A partnership of educators to promote integration: Designing a master technology program. Education. 128(1), 80-86.

ApplicationObjectives:• Compare educational delivery and settings for teachers’

continuing education and professional development.

• Evaluate teachers’ current instructional technology practices by assessing class daily planners.

• Investigate the use of weblogs to develop an educational workshop for teachers to improve instructional technology uses in classrooms.

ApplicationDemonstration:Based on the information gathered from the theories of Vygotsky,

Bruner and Dewey in the Breath and Depth components, the Application will focus on a workshop to increase educators’ knowledge about weblogs as a powerful tool for professional development. Training in the utilization and benefits of instructional technologies will provide the needed guidance to use this tool effectively in teacher training and, subsequently, in their classrooms. Through workshops, faciliators will incorporate constructivist theories to demonstrate the educational benefits of weblogs as an instructional tool. Empowering educators with the new knowledge of weblogs as an instructional tool will be a transitional phase to motivate them to explore additional instructional technologies for future implementation.

ApplicationReferences:

Armour, K., & Duncombe, R. (2004). Teachers' continuing professional development in primary physical education: Lessons from present and past to inform the future. Physical Education & Sport Pedagogy, 9(1), 3-21. Retrieved July 28, 2008, doi:10.1080/1740898042000208098

Desimonte, L., Smith, T., & Phillips, K. (2007). Does policy influence mathematics and science teachers' participation in professional development?. Teachers College Record, 109(5), 1086-1122. Retrieved July 28, 2008, from Academic Search Premier database.

Erickson, G., Minnes Brandes, G., Mitchell, I., & Mitchell, J. (2005). Collaborative teacher learning: Findings from two professional development projects. Teaching & Teacher Education, 21(7), 787-798. Retrieved July 28, 2008, doi:10.1016/j.tate.2005.05.018

Escalada, L., & Moeller, J. (2006). The challenges of designing and implementing effective professional development for out-of-field high school physics teachers. AIP Conference Proceedings, Retrieved July 28, 2008, from Inspec database.

Hardy, I., & Lingard, B. (2008). Teacher professional development as an effect of policy and practice: a Bourdieuian analysis. Journal of Education Policy, 23(1), 63-80. Retrieved July 28, 2008, doi:10.1080/02680930701754096

Hartshorne, R. (2005). Effects of integrating hypermedia into elementary science professional development on science content knowledge. Journal of Science Education & Technology, 14(4), 415-424. Retrieved July 28, 2008, doi:10.1007/s10956-005-8086-z

Heck, D., Banilower, E., Weiss, I., & Rosenberg, S. (2008). Studying the effects of professional development: The Case of the NSF's local systemic change through teacher enhancement initiative. Journal for Research in Mathematics Education, 39(2), 113-152. Retrieved July 28,2008, from Academic Search Premier database.

Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M., Eiteljorg, E., et al. (2007). The Problem-Solving Cycle: A model to support the development of teachers' professional Knowledge. Mathematical Thinking & Learning, 9(3), 273-303.

ApplicationReferences (Continued):Li, B., & Chan, S. (2007). Coaching as a means for enhancing English-language teachers' professional development: a case study. Journal of In-Service Education, 33(3), 341-358. Retrieved July 28, 2008, doi:10.1080/13674580701486952

McCaughtry, N., Martin, J., Hodges Kulinna, P., & Cothran, D. (2006). What makes teacher professional development work? The influence of instructional resources on change in physical education. Journal of In-Service Education, 32(2), 221-235.

Mouza, C. (2006). Linking professional development to teacher learning and practice: a multi-case study analysis of urban teachers. Journal of Educational Computing Research, 34(4), 405-440.

Romano, M. (2008). Online discussion as a potential professional development tool for first-year teachers. Technology, Pedagogy & Education, 17(1), 53-65.

Scott, P., & Mouza, C. (2007). The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing. Journal of Educational Computing Research, 37(3), 229-266.

Valanides, N., & Angeli, C. (2008). Professional development for computer-enhanced learning: a case study with science teachers. Research in Science & Technological Education, 26(1), 3-12.

Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal of Technology & Teacher Education, 14(1), 151-165.

Yang, S., & Liu, S. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20(6), 733-761.