Though I lean more toward the constructivist learning theory, I believe the use of either the direct or constructivist theory should be determined by student assessment and need. However, I am a strong advocate of student group work, especially when it comes to the use of technology because I honestly feel that most students already know as much, and in some cases more than many of us. Thus, to put that group knowledge to work in a constructive way where students may teach, and learn from each other I feel would be beneficial to both students and teachers. One of many ways that the integration of technology into the school’s curriculum and usage has been effective is that it gives more independence to both students and teachers. Students introduced to blogging by their teachers are now engaging solely on their own with one another without assistance or instruction. I believe this form of synchronous communication technology, as well as others generate and stimulate student collaboration, and improve a learner’s cognitive skills. Students are using digital and video cameras to document and discuss field trips; and remote clickers are used by teachers for doing real-time assessments during instruction. Students are also using webcams to connect with, and speak in real time with their peers in other places. Finally, I feel these uses of technology are sure to enhance the collaborative construction of knowledge of all students who use them.
LaRon
Yes LaRon, collaboration is certainly a key point when it comes to blogging. Students will have the ability to learn all about digital citizenship and not only learn about it but actually act it out. Being courteous and responsible and practicing safety are among some of the key ways students will act out digital citizenship. This is a great way to communicate!
ReplyDeleteLaRon,
ReplyDeleteI also espouse the constructivist learning theory and believe the advent of Web 2.0 technology will enable students to be more directed in their own learning.This technology might allow teacher to be more mediator and facilitator than director. Student autonomy and level of interest, related to their own personal encounters with technology, will expand; and students previously disconnected to other methodologies of instruction may develop increased interest in lessons due to innovative technology use in the classroom.