Technology_in_the_Constructivist_learnin.pptx

Power Point Presentation in Constructivist Approach

1. Technology in the Constructivist learning environment by TEAM MARJ

2. constructivism a traditional behaviorist educational perspective is slowly being replaced with more learner – centered program. The most basic constructivist principle is that human knowledge is an active and idiosyncratic inner reconstruction of reality

3. constructivist The constructive paradigm as advocated by P iaget and Bruner, stresses that whatever gets into the mind has to be constructed by the individual through knowledge discovery

4. Social constructivism The theoretical underpinning of social constructivism are similar to constructivism except that how one constructs knowledge or meaning arte also bound by one social cultural influence or bearings.

5. Constructivism vs social constructivism Learning frame work constructivism Social constructivism assumption Knowledge is constructed by the individual Knowledge is socially constructed Definition of learning Students build and apply their own knowledge Students socially build, share and agree upon knowledge Learning strategies Collect unorganized information from the world and create concepts and principles By exchanging and sharing notions with others, ideas are formed and thinking occurs

6. Constructivism vs social constructivism Learning framework Constructivism Social constructivism General orientation Personal discovery of knowledge . Teachers provide instructional context for active and self regulated students Learning is a social construction, mediated by different perspectives. Teachers provide for facilitation and scaffolds among the students

7. Roles of the students and teachers After introducing the constructivist process oriented theories, we would like to remind of the importance of the teacher’s role. The success of process oriented learning depends critically on motivated, informed and involved teacher

8. Roles of the computer As you will see whether we adopt constructivist or social constructivist approach to teaching the computer can play a significant role in either being used as a tool or providing access to instructional material.

9. Roles of the computer We detail how the computer can play the role of a tool Constructivist theory believe that: A. instruction must be concerned with the experience and context that make the student willing and able to learn. B. instruction must be structured so that it can easily grasped by the students C. instruction should be to facilitate inference and fill in the gaps

10. Roles of the computer According to constructivist view, successful teaching methodology requires that teachers Encourage autonomy and accept individual initiative. Use several sources with which children can construct their own knowledge Allow the students to determine the direction of the lesson

11. Roles of the computer 4. Assess students ideas before sharing their own 5. Encourage discussion with the teacher peers 6.Make questions that can generate different answer and interpretations 7. Engage the students in activities that may not agree with their hypothesis and then allow for discussion 8.Give the students plenty of time to reflect and try understand what they are learning 9. Cultivate students natural curiosity

12. “If one seriously adopts the constructivist approach, one discovers that many more of ones habitual ways for thinking have to be changed” -Von Glasersfeld

13. Constructivist learning theory Agreement on the constructivist theory of learning is not widespread due to largely what Derry terms “ethnocentrism” within the various constructivism, At the same time, Ernest notes that, of seven paradigms of constructivism.

14. Constructivist learning theory The radical and social perspective of constructivism each have their emphases, Ernest derives a set of theoretical underpinning common to both : 1.Knowledge as a whole is problematized, not just the learners subjective knowledge including mathematical knowledge and logic. 2.Methodoligacl approaches are required to much more circumspect and reflexive because there is no royal road truth or near truth.

15. Constructivist learning theory 3. The focus of concern is not just the learner cognitions, but the learners cognition, belief and conception of knowledge. 4.The focus of concern with the teacher and in teacher education in not just with teacher’s knowledge of subject matter and diagnostic skill but with the teacher belief.

16. Constructivist learning theory 5. although we can tentatively come to know the knowledge of other by interpreting their language and action through our own conceptual constructs the other have realities that are independent of ours. 6.An awareness of the social construction of knowledge suggests a pedagogical emphasis on discussion, collaboration , negotiation and shared meanings.

17. Constructivist Psychology Principles The following principles or suggestions are typically promoted as ways to accomplish that goal: 1.Emphasize learning rather than teaching 2.Emphasize the actions and thinking of learners rather than of teachers 3. Emphasize active learning 4.Use discovery or guided discovery approaches.

18. Constructivist Psychology Principles 5. Encourage learner construction of information and projects. 6.Have a foundation in situated cognition and its associated notion of anchored instructions. 7.Use cooperative or collaborative learning activities 8.Use purposeful or authentic learning activities.

19. Constructivist Psychology Principles 9. Emphasis learner choice and negotiation of goals, strategies, and evaluation methods. 10.Encourage personal autonomy on the part of the learners 11. Support learner reflection 12.Support learner ownership of learning activities.

20. Constructivist Psychology Principles 13. Encourage learners to accept and reflect on the complexity of the real world. 14. Use authentic tasks and activities that are personally relevant to learners

21. Implications of Constructivism for the use of computers and Multimedia The general debate about educational philosophies and approaches has been paralleled in discussion of proper use of computers, multimedia and internet in education and training.

22. Implication of Constructivism for the Design of Educational Software Design of educational software is a complex issue. It is easy to say that a variety of software are useful, are available, and that as an educator you should select and use a variety of them