"Learning is a social process. It occurs when people are engaged in social activities," (Orey, 2001). These statements sum up the theory behind social constructivism. Students learn when they are actively working with others to solve a problem or create an artifact. There are several approaches to social constructivism. Teachers who employ cooperative learning in their classrooms are demonstrating social constructivism. In cooperative learning groups, students are required to work together to solve a problem or produce an artifact. In Using Technology with Classroom Instruction that Works the authors give several ways to incorporate technology into cooperative learning. These include using multimedia, web resources, and communication software.
"Student-created multimedia is a natural environment for cooperative learning," (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). Students must each take on a role in completing the multimedia project all the while working with the others in the group to ensure a successful outcome. Multimedia projects, like cooperative groups, must be well-planned and organized to be successful. It is helpful if the teacher provides the students with a rubric at the beginning so students are knowledgeable about how they will be graded.
Other ways technology can play a role in social constructivism and cooperative learning are through keypals, webquests, web site creation, and collaborative organization tools. Although many students use social networking sites such as Facebook and MySpace outside of school, the school system where I work has those sites blocked on our server. However, being a user of Facebook myself, I personally do not see how it could be used in an educational setting. That being said there are other forms of networking, like blogs, that I believe do have a valid place in education.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., &; Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Jennifer, I agree that Facebook seems to be a strange tool to bring into the classroom - yet I am having a wonderful time blogging with my students this year. The interesting thing is that they asked me why I didn't just get facebook instead? I tried to explain to them that "my" blog was similar to "their" facebook page, and that there was more than one way to interact in this way. I didn't think that they understood the similarities and differences before that.
ReplyDeleteJennifer,
ReplyDeleteI like the idea of cooperative learning because it gives students opportunities to interact with their peers, create artifacts that demonstrate understanding, and build on prior knowledge.
This approach to learning gives students the responisbility of being responsible for their work because others are also relying on them. I agree that rubrics are essential with this approach to learning so that students have clear expectations and have a goal that they can reach.
You make a good point that there are many other forms of networking that are more beneficial in a school setting. When students can use blogs or wikis they are able to collaborate and the teacher can also monitor and make changes if necessary.
Kim,
ReplyDeleteWhat kinds of assignments do you give for your blog? Also, how did you introduce it to the students? I want to incorporate blogging, but have not yet because I haven't worked out the details in my head. Do you grade thier blogs like classwork? How often are they required to post on the blog? As you can see, I have many questions and want some advice from someone who has been using blogs in their classroom.