The course text, Using Technology with Classroom Instruction that Works, Chapter 11, addresses the use of hypotheses. It states, "When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content." (p. 202) It further explores the use of spreadsheet software, data collection tools, and Web resources to guide students through generating and testing their hypotheses. The text also points out that the advances in technology have made it possible for "students to spend more time interpreting the data rather than gathering the data." (p. 203) This correlates with constructivist/constructionist learning theories in that students analyze, problem solve, research or investigate, and make decisions based on their findings or feedback. It also aligns in the fact that these tools: spreadsheet software, data collection tools, and Web resources, all create artifacts that can be shared and reflected upon. Creating artifacts to share with an audience is a crucial part of contructionist learning theory. In all these instructional strategies, students are actively engaged in creating something that is student-centered learning. The teacher becomes the facilitator to guide students in their explorative journey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Why didn't I think of that?
ReplyDelete"spreadsheet software, data collection tools, and Web resources, all create artifacts"
I don't know why, but i thought of these programs as the tool to create an aritifact rather than thinking these things can be the artifact. Well, I stil think web resources is for testing hypotheses, but it can be a artifact when its not used for resource but to for presentation.
Jennifer
Hi Shonda,
ReplyDeleteGreat post! I think you did a nice job articulating the correlation between this week's reading and the constructionist learning theory.
Shonda,
ReplyDeleteYou did a nice job making sense of this week's information in clear, consise manner.
When I first started teaching a million years ago, I would assign projects because the students really enjoyed them. Now I'm able to do so with more direction so they get deeper learning out it. I am still in the process of transforming my classroom from a teacher-oriented one to a student-oriented one. With information such as you wrote about, I'm gettig a little closer every day.
Sherry
Hello Shonda. I think you mentioned a great point about students spending more time interpreting data than gathering data. Technology is being used as a tool here to assist students in being active learners. Nice post!
ReplyDelete