Week 3 - Digital technology and learning

Constructivist Lesson

The above comic is utilising a constructivist approach to learning as it involves students building on previous knowledge, working collaboratively to achieve their goal.  The more knowledgable students are helping the other students with Minecraft, but also with where and how to build the castle.  The teacher is there as a guiding hand, if they need it.   

Week 3 Question.

Why do you think a constructivist approach to learning with technology is often recommended?

Response.

A constructivist approach to learning involves ascertaining a student’s existing knowledge and experience and building on it. It is an approach based on the theories of Piaget, who emphasised learning being done in developmental stages each building on the one before, and Vygotsky, who emphasised that learning can be social phenomenon, requiring a more skilful person to guide the student, supporting them until, eventually, the student to perform the task themselves (Harasim, 2017, p. 70.).  This approach to learning is well suited to digital technologies, because they can be used to simulate real world scenarios and activities for the student to practice with and experience that might otherwise be dangerous, difficult or expensive for a learner to participate in, for example flying simulations (Henderson & Romeo, 2015, p. 231-232). This allows the learner to build their experiences via doing, albeit in a simulated environment (Henderson & Romeo, 2015, p. 233).  

When learning digital technologies, the constructivist approach is helpful to “generate interest and purpose” when teaching students, which can keep them on task and not lose focus (Bower, 2017, p, 44).  Using technology can make learning more engaging for students via using applications which can step students through a process, show them a video to illustrate a point, allow students to collaborate with one another to build a Minecraft castle or ask someone on the other side of the world what school is like for them. 

Ultimately educators need not apply one learning theory when using technology, they should apply whichever theory suits the desired learning outcome and their students needs (Henderson & Romeo, 2015, p. 237).