Social constructivism and connectivism are two learning theories that shed light on how learning occurs, or how to best teach, in today's society. Social constructivism emphasizes the importance of social interactions and the creation of artifacts during learning, and builds on the idea that knowledge is constructed through an individuals interactions with others and their environment (Kim, 2001, para. 9-11). George Siemens' theory of connectivism stresses the importance of learning through connections, the ability to recognize connections that exist between ideas, keeping information up-to-date, and having the capacity to learn more (Davis, Edmunds, & Kelly-Bateman, 2008, para. 10). The instructional learning strategy, cooperative learning, relates to each of these theories and many technology-based tools can be used in ways that support cooperative learning.
"The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). Social constructivism and connectivism each support the social interactions of students as they work together to accomplish tasks. Cooperative learning is social and connects students within classrooms, and across the world as they work together to accomplish tasks.
Many technology-based tools also relate to cooperative learning, social constructivism, and connectivism. Social networking websites, such as Facebook and Twitter, allow students and teachers to collaborate and make additional connections, even at a distance. Pitler et al. (2007, p. 154) suggest that "combining VoIP (Skype, ooVoo) with sites that facilitate user-content sharing - such as instant messaging for quick chats, blogs for discussions, wikis for collaborative note taking, Google Calendar for sharing dates, and del.icio.us for sharing Web resources - facilitates powerful collaboration at any time of day and from any geographical location." The same authors suggest working collaboratively to create a website. I have found my experience with website creation, including a basic understanding of HTML, to be extremely valuable as I work to create web content, including occasional tweaks to this blog. Each of these tools helps to make more connections, stay up-to-date, and construct knowledge in a social setting.
Another type of web-based tool that emphasizes connections and social learning is the multiplayer simulation game. Revolution is an example of a game that helps students to experience events of the American Revolution through a virtual environment. Students interact with other students as well as artificial intelligence characters as they gather information and make choices related to the time period (Pitler et al., 2007, p. 152). A similar game is the multi-user virtual environment known as Second Life. While this game certainly has a social aspect and could be used to collaborate and make connections with others, I would be hesitant to use it with students due to the many sexually charged elements of the site.
While the Internet can sometimes be a dangerous place to take students, it is also a fantastic resource that looks to be the way of the future. We would be robbing students of rewarding experiences and missing an opportunity to teach Internet safety if we didn't make use of it with students. The web also provides many opportunities to support students through cooperative learning as they make connections and construct meanings with other learners.
References
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emergin perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Jeremy,
ReplyDeleteYou are right when you said we would be missing an excellent opportunity if we do not use the internet. I believe the key to safe use is engagement. If students are given enough to meaningfully engage them for the class period, then there will not be time for mischief.
Further, acceptable use policies must be drafted and penalties enforced for students to understand that their education is of paramount importance and that as teachers, we do not wish to see anything interfering with it.
Michele
Hi Michele,
DeleteI agree with all you said. I also believe that students would be more at risk of improper use of the Internet if we avoided using it in schools. We would be missing the chance to teach them proper use and to teach them how many good resources there are for them on the Internet.
Jeremy
Jeremy,
ReplyDeleteI have first hand experience with what you were saying about the internet being dangerous. I used to teach technology to 3rd graders and some of my students came across some inappropriate content during class. I turned it into a teachable moment by discussing the fact that anybody can put anything on the internet and as responsible students we need to be aware of that. The internet, while being a useful learning tool, can also be unsafe.
The internet can be a what you make of it and hopefully teachers are teaching proper usage of it.
Janell
Hello Jeremy,
ReplyDeleteGaming and virtual environment are powerful resources in learning experiences. However, it entails knowledge and major responsibility on our end to monitor the extent of its influence on students. I see these tools creating much impact on a learner's mind. But we must see to it that it affects him or her in a positive way. Lack of organization or preparation, as I've mentioned in my other posts, may result to unproductive activities. For instance, if students are not provided with the right video or online resource, they may stray and end up watching a clip which may not be interpreted in a productive manner.
Cathy