Saturday, August 12, 2017

Social Learning Theory and VoiceThread

This week I had the opportunity to explore the uses of VoiceThread to communicate content and information to my students. I was so impressed with the tool and it’s versatility. It was very simple and fun to import images, PowerPoint slides, and audio recordings to create a learning slideshow for my students.

I teach at an all girls leadership academy in Cleveland, Ohio. Each day we start our day by reciting our “Douglas MacArthur Creed”, which is an inspirational poem by poet Alice Potter. Students as young as Pre-K and as old as 8th grade say these words together in unison to start our day in a positive, uplifting, and motivational way. As the teacher in charge of the “Lady Leadership Committee”, my job entails improving school climate and culture through implementing school-wide social and emotional learning activities.  I really wanted to use VoiceThread to explain the Creed to our newest students, so that they can not only learn the important words we say everyday, but also understand why it is such a meaningful part of our school culture.

In this VoiceThread, I introduce our special school, discuss why we say this Creed everyday, and then engage in an echo reading of the words. This VoiceThread will played at our school’s welcome assembly this year where we discuss the student’s behavioral and academic expectations and well as the school’s code of conduct policies. In addition, I shared this VoiceThread with my school’s principal and curriculum and instructional coach. They would like to put this link on our school’s website so that new students and their families can practice the Creed at home. They liked the technology so much that they asked me to make an additional VoiceThread that breaks down the challenging words in the Creed and provides a more clear explanation of what these words mean. For example, our younger students say these words everyday, but do not necessarily understand the significance and meaning of words like “optimistic” or “nurturing”. Because I enjoyed creating presentations so much with this software, I will create an additional VoiceThread that accompanies this one, to help define and explain the significant words in our Creed.

I have attached the link to my first VoiceThread below. Please note that the student’s voice who is echo reading in the audio is my own daughter, who is actually starting Pre-K at our academy next week! I believe that this VoiceThread will benefit all of the new students in our school that may wonder why we say these words every morning.

Here is the VoiceThread:

Thursday, August 3, 2017

Constructivist Learning Theory, Teaching, and Learning

By: Cristina Stratton

“In the information age, educators faced a new challenge called 21st century learning, entailing the development of critical thinking and problem solving skills in our students” (Er & Er, 2015, 1141) Constructivism and Constructionism learning theories give educators a way to meet the challenges of teaching critical skills in a more learner-oriented environment. Both learning models believe that knowledge is created by the student through an active process of interacting with the real world. As 21st century educators evolve and modern technologies advance, classrooms across the world are moving away from traditional, direct instruction approaches. The learning that takes place in the classroom environment is no longer centered on a teacher and his or her plans, but more toward practices that center around the students and their meaningful interactions.  Constructivist and constructionist learning theories support this innovative movement in education, affirming that learners must be active participants and that learning is a process in which people can construct their own knowledge and understanding of the world around them. Constructionism supports the constructivist perspective that the learner is an active builder of their knowledge. Furthermore, constructionism theory asserts that “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner…learners don't get ideas; they create ideas (Orey, 2001, Sect. 3). Constructionist models emphasize that people develop understanding and demonstrate learning by building tangible objects through authentic, real life learning opportunities, and then share these artifacts with others (Laureate Education, 2015e). A teacher that is utilizing a constructivist approach will provide an environment designed to allow learners freedom to interpret and construct knowledge based on their own experiences.  The teachers’ newest role in this information age is to find ways to integrate technology into the curriculum so that learners build on their own experiences, construct their own meanings, create products, and solve problems successfully (Er & Er, 2015, p. 1441).
The theories of constructivism and constructionism excite and motivate me as an educator, and I can see these theories’ application in my own classroom, within an all-girls leadership academy. My second grade female students are very diverse learners, curious about the world around them, eager to use digital tools, and have a great variation in background knowledge, experience, ability levels and interests. A constructivist/constructionist approach to teaching will help me energize my young learners while differentiating their instruction to meet their needs and interests. A classroom based on constructionism has many elements that promote a learner-oriented learning environment in which the instructor acts as a facilitator and guides the learners along their paths of learning (Orey, 2001, Sect. 4). Orey (2001) describes two instructional strategies, “Learning by Design” and “Project-Based Learning” that have emerged from the constructionist theory. Learning by design emphasizes the value of learning through creating, programming, or participating in other forms of designing and strongly suggests that tasks should be based on hands-on experience in real-world contexts (Orey, 2001, Sect. 5 & 7). Project-based learning, moreover, engages learners in complex activities, requiring multiple stages, and an extended period of time. Projects in this instructional strategy focus on the creation of a product or performance, and require learners to choose and organize their activities, conduct research, and synthesize information (Orey, 2001, Sect. 10). 
In my scholarly research on these learning theories, researchers Er and Er (2015) support the creation of a constructivist/constructionist modeled classroom through the usage of instructional technology. “Technology offers instructors tools to personalize learning experiences through innovative learning environments including simulations, animations, scaffolded and guided practice sets” (Er & Er, 2015, p. 1142). Pitler Hubbell, & Kuhn, (2012), also suggest infusing digital technologies to engage learners in structured tasks that generate and test hypotheses. “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” (Pitler Hubbell, & Kuhn, 2012, p. 204). The advancements in technology in regards to organizing and brainstorming software, data collection and analysis tools, and instructional interactives play a vital role is generating and testing hypotheses opportunities in the classroom (Pitler et al, 2012, p. 205). The newest instructional technologies like Kidspiration, Inspiration, spreadsheets created in Microsoft Excel, and digital probes and microscopes can be utilized in a constructivist approach to “allow students to spend more time interpreting the data rather than gathering the data” (Pitler et al, 2012, p. 205).
One way that I have used a constructionist approach and a “learning by design” model in my classroom is through the creation of interactive “Tinkering Stations”. From my research on girl’s learning with technology, statistics show that females are strongly underrepresented in STEM courses and careers. My school created a program that is researched-based and drives to close the gender gap while exposing girls to STEM experiences a fun, concrete way. In each classroom, as early as Pre-K and then up to 8th grade, teachers use these tinkering stations so that girls can apply STEM skills to solve real word problems. My classroom “Tinkering Station” gives my female students the opportunity to create and tinker, without restriction, and also help them develop their creative confidence so that they can begin to perceive science, technology, math, and engineering as fun and tangible. On “Free-Choice Fridays” my students are able to explore a variety of open-ended tools and materials to play with and explore. In accordance with the ISTE Standards for Students (2016) tinkering stations allow my students to become “innovative designers” and use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
As a facilitator of learning during this tinker-time, I use and manage forms of technology and student learning strategies in these hands-on “makerspaces” (ISTE, 2008). One example of a “makerspace”  or tinkering station that I have set-up before is a collection of old computers and small tools. I opened up the cases of broken computers so that the girls could use magnifying glasses to see how the computers were built and wired. I encouraged them to take things apart and then put the parts back together. Some students tried to build a “super computer” by combining parts from multiple machines. Another tinkering center that my students enjoy is filled with an assortment of Hot Wheels racecars, track pieces, and ramp and loop parts. The girls are encouraged to explore force and motion through the engineering of these racetracks. They work in small groups to build their racetracks. Using IPads, they record video of their cars going through the track. We project the videos onto the Smartboard and the girls critique each track, discuss and explain possible improvements or reasons why the cars moved fast or slow, why they went around the loop, or crashed off the course. We share some of the videos on ClassDojo so that parents can also experience the fun we are having while learning in the classroom. My lady leaders love having the freedom to drive their own learning in the tinkering stations, and they are always very creative and innovative in their approaches. My 21st century students are eager for these types of student-driven, inquiry-based projects that infuse technology with real-world scenarios (ISTE, 2008).
As I researched various sources for the topic of constructivist and constructionist learning theory, I found strong connections and support for the tinkering station strategy that I utilize in my own classroom. Er and Er (2015) confirm that classrooms should be designed in such a way that the learners interpret and construct meaning based on their own experiences and carry out research to find solutions to the problems they encounter in the learning process (1142). A YouTube video entitled, Constructivism in the 21st century classroom, is one popular source that I researched for this learning module. It clearly explains how project-based learning is a great instructional strategy for teachers to use in a constructivist inspired classroom setting. Through various examples, Hassan (2015) explains that problem-based learning is an effective approach that inspires learners through complex and real world projects to acquire new knowledge while developing and applying basic skills. Problem-based learning engages learners as they choose, plan, design and construct artifacts. The activities are learner-centered, and the instructor is there to provide resources and guide students during the learning process (Hassan, 2015). Furthermore, in another popular source, Vanderwerff (2014) in his article, “Makers in the Classroom: A How-to Guide,” explains that Seymour Papert’s constructionism theories have given rise to a trend in classrooms called “Making,” which is any activity where people create something, often with their hands. Vanderwerff (2014) explains, “We all construct our own meaning of the world around us; 'Making' just gives us a context to construct our understanding in. It engages students’ hands in the work of their minds in order to help them construct deep conceptual understandings” (para. 7). My upcoming Genius Hour lesson will be inspired by a constructivist learning approach, and  I will take the suggestions from both Hassan‘s (2015) YouTube video and Vanderwerff’s (2014) article that call for more open-ended, student driven, project-based learning projects.  My genius hour project will have students explore and apply solutions for real-world problems.  As suggested by the referenced sources above, my student’s genius hour inquiry-driven project will allow them to explore their interests and what they are truly passionate about. Through research, collaboration, interaction with technology tools, and finally creating a final presentation or product to share with others, my students will have rich learning experiences inspired by both the constructivist and constructionist learning theories.
Technology penetrates all layers of modern life - not only transforming the way we communicate, socialize, and conduct business, but also contributes to the way students will learn and the way teachers will teach (Er & Er, 2015, 1142). There are so many possible strategies that teachers can utilize within constructivist classrooms that integrate instructional technology.  Technology plays a vital role in enhancing the learning process and is a valuable tool to employ when designing meaningful instruction. Constructivist educators are supposed to provide learners with suitable instructional technology to make them think, reflect and develop ideas, and then to test their ideas in a practical meaningful context”  (Er & Er, 2015, p. 1142). As I embrace a more constructivist classroom philosophy, my role as an educator is to move away from teacher-directed activities and employ a more student-centered learning environment. As suggested by constructivist theory, I want my students to turn their experiences into knowledge, and in order for this to happen, I need to maintain a safe and comfortable environment in which my students feel free to take chances, express themselves, and develop their own opinions. Furthermore, I need to put the available digital tools into my student’s hands so that they can be motivated and engaged in the creation of their own learning.

References
Er, M., & Er, N.F. (2013). Instructional Technology as a tool in creating constructivist
classrooms. Procedia – Social and Behavioral Sciences, 93, 1441-1445. Retrieved from:
Hassan, A. (Producer). (2105, October 2).  Constructivism in the 21st century classroom
 [Video podcast]. Retrieved from
International Society for Technology in Education (ISTE). (2016).  Standards for students.
International Society for Technology in Education (ISTE). (2008).  Standards for teachers.
Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories
[Video file]. Baltimore, MD: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that
works (2nd ed.). Alexandria, VA: ASCD.
Vanderwerff, A. (2014, May 14). Makers in the classroom: A how-to guide. EdSurge. Retrieved