According to the social constructivist theory, knowledge is gained through an individual’s interaction with peers and their surrounding environment. Social constructivists believe that through actively participating in social situations new knowledge is constructed when individuals modify their realities and previous experiences to accommodate/assimilate new information. While I disagree with the argument that all learning takes place within a social setting, I do think that this type of learning activity, when designed with clear learning objectives and structure should play a role in today’s educational setting. According to Pitler, Hubbell, Kuhn, and Malenoski in the book Using Technology with Classroom Instruction that works students will need “to be prepared for the fast paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively.” (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg 139)
As our society is evolving and our businesses increase their use of technology, it is important that our students learn how to use technology as a means of communication, collaboration, creativity and critical thinking. When I was in college e-mail became the “latest and greatest” way to communicate with professors and classmates. I remember thinking how cool it was that I could type a paper in my dorm room, send it to myself, and then print it in the library. Now what I felt was revolutionary is taking a back seat to new tech tools such as Google docs, dropbox, wikispaces, and other social networking sites.
Now more than ever students are spending time on their cell phones and on the Internet to collaborate and communicate with their peers. The reality is that our world is changing. What used to take us days or even months can now take an hour or two. I believe it is now up to us to empower our students to use these tools, not just to plan a party or compete in a video game, but to reach out to other students to solve real world problems and communicate new understandings in an authentic and meaningful way.
In chapter 7 of the book Using Technology with Classroom Instruction That Works, the authors outline many great ways in which educators can utilize new technology to aid in students collaboration and communication. Within this chapter Pitler, Hubbell, Kuhn, and Malenoski recognize that cooperative learning should be used in moderation within the classroom, but should be incorporated into teacher’s instructional practice due to the skills and knowledge these activities can provide. (Pitler et, al., 2007)
According to the Pitler, Hubbell, Kuhn, and Malenoski the Web “has become much more than an electronic reference book; today, it’s a thriving medium for collaboration in business, education, and our personal lives.” (Pitler et, al., 2007, pg 144). When I was in school my world and educational resources depended upon what I could experience in my daily life and what I could find in the library (using the Dewey decimal system of course). Now students have access to a variety of sources that can aid in the active construction of new knowledge and synthesizing information. Within my classroom I have had students e-mail various organizations asking for information on a new concept we are learning in class, participate in online discussions with a local experts, and share reactions to various current events with another middle school students on our classroom blog. Being able to participate in discussions with people outside our classroom has heightened my students’ awareness of various global issues as well as motivated them to work on their writing skills to ensure they are communicating their ideas in a clear and effective manner.
Last year was the first year my students received a school e-mail account. My district decided to utilize Google for education as our primary means of online communication and collaboration. With each account students have access to an individual e-mail account, Google Docs, Google Calendar, Maps, Blogs and a variety of other tools. Now that students have access to these tools, I have changed many of my assignments to incorporate a social constructivist element, in which they are asked to participate in collaborative online projects. While I believe Google Docs is a great tool for students to use when collaborating on project, there are limitations to these tools and I still prefer for my students to use Microsoft Office software when creating a final presentation.
Pitler, Hubbel, Kuhn, and Malenoski also encourage the use of web sites to build enriching collaborative experiences within the classroom. They have included a list of resources that could be used in the classroom, and I look forward to exploring these sites to see the potential of using these tools as a part of my instruction. (Pitler et, al., 2007) In the past I have used wikispaces to have students develop collaborative projects. I made the mistake my first year by leaving the lesson open ended and allowing students the freedom to explore the vast wonders of the internet to complete the activity. Because I did not specify my learning objectives and expectations for group participation, I found that some students did all of the work, while others just got bogged down with too much information and online resources that the content got lost. From this experience I learned that middle school students need more structure, limited resources (the internet was too big of a catalogue for them to sort through), clearly defined learning objectives and participation expectations. With these changes in place I have had more success in using wikispaces as a collaborative tool in which students can work together in order to build new knowledge and understanding of critical content in the classroom.
From my experience, as well as reading this weeks resources on social constructivism, I have learned that social interaction can lead to strong learning opportunities for students. I look forward to continuing to use elements of the social constructivist theory in conjunction with other learning theories in my classroom to help my students attain essential skills that will aid in their success throughout their educational journey.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Katie,
ReplyDeleteI find it interesting that you mentioned that you did attempt to allow students to utilize Wiki pages in the classroom and that some abused the Internet. As I have mentioned before, we are a wireless school and all of the students AND teachers have computers. Thus, we have filters, yet, somehow, some of the students find ways around them. That certainly is one problem posed when working on group projects in class, in terms of trying to utilize social connectivism. In an attempt to try to rectify this problem school-wide (opposed to just having teachers vigilantly patrol individual classrooms while projects were being worked on), the technology directors attempted to up the security on the filters. This brings us to problem number TWO! Now, the filters are too stringent and students are unable to conduct research some very important websites—I know they cannot go to Amnesty International and as I teach International Studies, that poses issues.
So, I guess that brings me to the overall challenges posed by using social connectivism in the form of technology—while I find it is truly important to integrate technology into the classroom, how can we as educators, ensure that students will utilize the Internet properly and truly LEARN from it? DO the positives outweigh the negatives?? I personally feel as though they do--it is a hard road to get there, yet well worth the journey!
Great post! Jenn
I find that I often have trouble access certain sites from our district computers because of network filters as well. . . so frustrating when the information that is being blocked is a truly valuable resource. I tried Amnesty International and found that I could get to it in my school . . . which is great because this looks like a great resource. I may have to use it this year - thanks!
ReplyDeleteI also agree that the positives of students using the Internet and other technology tools definitely outweigh the negatives. As a Technology teacher in my building I feel that it is one of my responsibilities to explicitly teach my students have to be a safe and ethical technology user. If we don't give students the opportunity to explore in a safe and structured environment how are they going to be able to know how do use these tools appropriately in other places. There will be some students who will inevitably make the choice to not use technology appropriately, but I think that the majority of students will make good decisions if given the opportunity.
Hi Katie -
ReplyDeleteI may have an analogous perspective to yours, because when I was in college there was a huge shift from punchcards to a terminal-based computer system. Now people cannot imagine a worlds without email, and they are checking it all the time. Facebook and other social media sites monopolize time; however, when it comes to schools the push for technology and implementation of the latest and greatest is almost considered a taboo subject.
Do you find that your students all have internet access at their homes? I would really like to implement some of the technology suggestions made in our text this week, but I have many students who claim not to have access outside of school. I liked the city promotion idea, especially the part where the website is sent to the subject city's chamber of commerce or tourism for their thoughts. How rewarding and uplifting would it be to have that city add an idea from our students who have never even visited?
I like your use of email for your students to contact organizations and other students for thie perspectives. This social connection exercise that you have is in perfect alignment with our lessons this week. The outside viewpoint gives a unique context to the knowledge, allowing the students to make additional and unique connections between their existing knowledge and their newly acquired knowledge.
I am right with you on social constructivism as well. If it is done correctly, it can be a powerful method of teaching. It seems like it is an unstable process, and unless we get the balances correct, it might even be detrimental to our classrooms. I once grouped the students in sets of five, because I only had enough supplies to be shared that way. What a huge chaotic scene it turned into, with a few students working while others did not participate and even undermined the others' efforts. Getting the groupings correct is the biggest stumbling block. If it was easy, I am sure we would do it all the time. Great thoughts this week.
Todd Deschaine
Hi, Byron from your Walden Class
ReplyDeleteIn the first part of your post you talked about how you don't agree with social learning being the only way people construct meaning and I agree with you. But as you said social activities with peers play a significant role in how individuals do construct meaning. Other ways I feel individuals can construct meaning is by (CCM) or coordinated management meaning.
CMM is an theory that assumes individual communication is rule guided and rule following. It is thought that humans learn from wide social patterns of interpretation that are put together into cultural life, and that humans use those to guide their communication.
I also think when your district incorporated the email accounts and blog permission, which allowed students two become more 21st century prepared. Think this was a great way to get students to have social interaction and give them the opportunity to learn something new dealing with technology. With already being on social networks such a Facebook and twitter, this gives this the same portal of social interaction while incorporating their school work at the same time.