Constructivist and constructionist learning theories

      Constructivist and constructionist learning theories are very similar in that both propose that learning is not just transmitted from teacher to student but rather actively created in the mind of the learner. Constructivism strategies encourage critical thinking and encourage independent learners guided by the teachers to build understanding based on their previous knowledge (Mohammed, 2020). Constructionism builds upon the idea of constructivism but also suggests that those new ideas are created and solidified by students engaging in and constructing an external artifact that they can share and reflect upon with their peers and others (Orey, 2010). Constructionism also emphasizes social interaction and collaboration to increase the meaning-making by the learner (Quay, 2003). These interactions can be enhanced by a plethora of digital technologies that encourage social interactions like video sharing sites, blogs, and social networking like Twitter and Pinterest. In the end, the most important concept for constructivist/constructionist learning is that students are actively engaged in learning together (Walden University, 2015).

     Because we are currently in full distance learning, I use Jamboard for my students to collaborate, discuss, and work on problems together. In the future, I would like to have the students study concepts together on the Jamboard, but then also create a Google slide explaining the concept their team was discussing. All of the teams’ slides can be put into a deck together to create an artifact that we can later use to reflect upon and discuss to create a resource that our class can use. Having students create this artifact together helps them reach the standard of knowledge constructor, creative communicator, and collaborator (ISTE, 2016). As an educator, using these tools and strategies in my classroom helps me to reach the standards of designer and facilitator (ISTE, 2008).

     In the sources I researched for this module I came across the five Es for incorporating a constructivist learning cycle in the classroom. Those Es are engage, explore, explain, elaborate, and evaluate (Moehriwj, 2018, October 14). I will use these concepts to support the constructivist/constructionist theory as I implement the hour of code to my classes. First, I will engage students by relating the hour of code to concepts that they are already familiar with like video games or graphing equations. Students will then have an opportunity to explore a little about an hour of code before choosing a program to work with. Once completed with their hour of code they will need to explain and elaborate on their new learning and be able to share their new information with a partner. In the end, part of the evaluation will take place as they complete their code since it will not work if they are incorrect. However, the final piece of assessing the learning will be debriefing the activity when we are finished.

References

International Society for Technology in Education (ITSE). (2008). Standards for educators. https://www.iste.org/standards/for-educators

International Society for Technology in Education (ITSE). (2016). Standards for students.https://www.iste.org/standards/for-students

Moehriwj. (2018, October 14). Allowing constructivism into the classroom. Exploring Exemplary Science Teaching. https://blogs.miamioh.edu/edt431-531/category/constructivism/ 

Mohammed, S , Kınyo, L . (2020). Constructivist theory as a foundation for the unilization of digital technology in the lifelong learning process. Turkish Online Journal of Distance Education , 21 (4) , 90-109 . DOI: 10.17718/tojde.803364

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/textbooks/Orey_Emergin_Perspectives_Learning.pdf

Quay, J. (2003). Experience and participation: Relating theories of learning. (Undetermined). Journal of Experiential Education, 26(2), 105–112.

Walden University. (2015). Social learning theories [Video file]. Baltimore, MD: Author.