Constructivist Learning Theory, Teaching, and Learning

Many learning theories can be used to integrate technology more effectively in today’s schools. Technology has changed the way we teach and the way we learn, there is a very close relationship between technology, constructivism and instructional strategies that I must consider when I am teaching, the implementation of each benefits the other. As an educator using these strategies will help with learning in the 21st-century classroom. My scholarly source states that constructivism suggests that learners construct knowledge out of their experiences (Naylor & Keogh, 1999). In other words, learning happens in context and students create much of what they understand and learn as a function of their experiences. (Orey 2015) stated that students learning is an active process in which they use their sensory input to construct meaning out of information given. An example of this I can address to similar to what Dr. Orey spoke of video file (Laureate Education 2015c) is that my students when coloring they usually color in all direction whether it be in the line of a design or not. Over the past months that I was showing them the correct way of coloring in the line and in one direction, I saw where they have significantly improved when they color. One day when they were coloring their own work a new student was in the class that day came from Ohio and while she was coloring she went in all direction and to my surprise when I stop at her desk and was explaining the way she should color the students who were sitting beside her took over the conversation and was showing her the how to color in one direction. I then held up the paper and ask the class if this was the right way to color and they all said that she was coloring in too many directions. One of the students then asks me to let him show her on the board. He then took the marker and went on the board draw two squares and in one he colored it in all direction and in the other he went in one direction. Then I ask which one is more preferable and they all pointed to the one that color in one direction. Therefore, based on their knowledge they have constructed the order in which to color an object.
Many individuals learn best and become proficient in skills by practicing them rather than merely being a spectator to the skill. Instructional strategies work best when I know my students and how they learn. Using collaborative learning in the process of connecting constructivism learning is definitely a good classroom strategy to get my students to learn how to construct and critically analyze task that is given, students have to accommodate and assimilate new information with their current understanding of what is being taught as stated by scholarly source (Naylor & Keogh, 1999), as it relates student role in constructivism theory. Collaborative learning along with constructionist theory will work together think in pairs and share in the pair also write in pairs and share in pairs. And to connect all three is with the technology tool that is used to facilitate this type of learning. A technology tool that all can participate in and out of school. Technology tool that will help the silent or non-talkative learners make their voice be heard by writing what they think on the topic or small project is working on. Using all three of these teaching and learning strategies will prepare the students for the 21st-century classroom.
In my current practice, I use constructivist all the time in my classroom my students are young and are able to do things that at times will surprise me as an educator. These students can actively make sense out of the world around them, therefore, I have to build on and modify what they are constructing in my classroom and also in their environment. I must examine my planning, the materials I use and the environment in my classroom and especially the need for my students in order to fully have an effective constructionist learning. In practicing constructivist theory in my classroom and knowing the type of students I have is to questions students’ answers without having regard to whether they are right/wrong, and to make sure the student has a good grasp of the concept. Also, let students explain their answer they give with an explanation which will develop critical thinking skills. And as it relates to technology tool in my classroom blogging will effectively work with constructivist base instructional strategy as it will help the student to write what they think is the possible answer to a give question or in groups where they can collaborate and find answers for the question. Also, this technology tool will help also help them to work in and out of school where they can still collaborate with each other analyze possible answer. The ISTE standard that says 3a students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. In working with peers an also individually students will construct their knowledge using the information they found. As an educator, I will have to guide and facilitate them as they come with the question related to the information they research. For the ISTE for the teacher that states 6a foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. In this teacher become more of a facilitator than of a teacher who works and guide students as they learn to become digitally incline in the 21st-century classroom.
 Constructivist learning theory certainly has its place in my classroom. For Genius Hour that I have selected in the previous module, I can see where constructivism learning will work perfectively in which students can sit down and spend the time to critically think, construct and reflect on what they are doing. Applying GH with this theory allow students to think of the best way to solve a solution, in term of what works and what does not work to finalize given task (Laureate Education 2016c). Therefore, I can give the student an explanation of a term or question and in the end students demonstrate the concept of what was ask where they contextualized the process of constructing the knowledge rather than just acquiring it from me.
What they construct in their mind during that GH time within their own mind, is their reality and knowledge comes from the creation of meaning that occurs from life experiences as state by another scholarly source (Driscoll, 2005).
In conclusion, Constructivist/constructionist learning theory, instructional strategies, and technology tool will certainly have a place when it comes on to modern teaching or teaching in the 21st-century classroom. Using this practice students will internalize new experiences and knowledge into their existing schema (Orey 2015). Also, the technology tool that I choose to let my students use must be one that they are comfortable with where it would help them to reshape and transform new information.

Driscoll, M. (2005). Psychology of learning for instruction. Allyn & Bacon, Boston: MA
International Society for Technology in Education (ISTE). (2016). Standards for students.
Retrieved from
International Society for Technology in Education (ISTE). (2008). Standards for students.
Retrieved from
Laureate Education (Producer). (2016c). Constructivism in practice [Video file]. Baltimore, MD:
Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of
Science Teacher Education, 10, 93-106.
Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved
Section, Behaviorism


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