Constructivist School System Based on Contemporary Technology - Essay Example

The Application component of the Knowledge Area Module involves a project that utilizes the theoretical knowledge acquired in the Breadth and Depth components with the subject specific to the constructivist educational system using current technology tools. In the Application component, I will develop an educational proposal outlining a constructivist school system for elementary-aged students. The educational proposal identifies the instructional and technological practices cultivating the constructivist environment that nurtures multiple intelligences and encourages open-ended inquiries. The constructivist educational system presents instructional practices promoting individual abilities and learning styles utilizing modern educational research. The instructional practices utilize principles from social and cognitive constructivism presented in the breadth and depth sections of the KAM. The constructivist educational system in-depth analysis is presented through a power point presentation accessed through a wiki. The purpose of this application section is to plan or design a constructivist school system that is not based on the factory model, and provide an in-depth analysis of the technologies and best practices used in the new settings. The project utilizes theories from Jonassen, Bruner, and Toffler as a foundation; the researcher will write a paper describing a technologically advanced constructivist school system for elementary-aged students. The educational proposal will address technology use, availability, and integration into the curriculum, construct a conceptual model for improving the problems addressed in the school survey, analyze and evaluate a technology integration curriculum based on systems theory, and examine the ways in which systems thinking can improve student achievement and the quality of educational programs. The educational proposal will also prepare a three hour hands-on professional development session for providing educators with guidance in using technology, specifically online learning, informed by theories of a systems thinking model in order to come to a reasonable resolution to the problem (Kaufman, 2006). Constructivism sprang from the work of Piaget. The constructivism curricula emphasizes a learner-entered educational philosophy. Integrating the idea of constructivism to education is no longer a new phenomenon. Constructivist views assert that learning is the active process of constructing rather than passively acquiring knowledge, and instruction is the process of supporting the knowledge constructed by the learners rather than the mere communication of knowledge (Jonassen, 1999). This is an age of learner-centered education. Learner is at the helm of affairs. Theoretical output in the field of education places learner at the top. Learner focused education was a paradigm shift from the traditional behaviorist model, while constructivism is the philosophical support of this new paradigm. The philosophy of constructivism entails that learning is the searching for meaning and learners are actively involved in the process of meaning and knowledge construction rather than passively receiving information. David Jonassen et al. defines constructivism as the individual student forming knowledge, and not "relying on what someone else says is true" (p 11). For the actual practice, this theoretical framework needed an innovative all-pervasive tool that could help contribute to achieve all the potential outcomes of constructivist thought. Web 2.0 is such a tool as can be a good contributory agent in a constructivist classroom (Thompson, 2008). Alvin Toffler is a proponent of societal changes and the ways people adapt and fail to adapt to the future. Currently, society is experiencing the third technological wave because technology is an essential part of human life. Technology is a key element in this theory because developing new technologies takes on a life and shape of its own. Toffler views that the current school system with its factory-like organization and inflexible boxes of space and time is a vestige of Second Wave industrial society and is quickly becoming obsolete by the Third Wave technological world (Kenney, 2008). The society wave is the postindustrial society and information age. Technology is the central theme because it enables people to obtain business resources through products. Society adapts to technology because information is retrieved from technology resources, replacing printed materials. Technology changes society in the key areas of economy, personal, and education. Technology replaces factory workers and mass produce items handled by computerized machines. Toffler explained that “third wave companies need educated workers capable of discretion and resourcefulness rather than rote responses” (Toffler, 2001 p. 353). John D. Bransfords research has put forth the idea of constructivism from theory to practice. Ernst von Glasersfeld developed a model of radical constructivism, which claims that since all experiences are subjective, knowledge and the interpretation of that knowledge is also subjective, and thus constructed by the individual. Jacqueline Brooks and Martin G. Brooks have considerable experience in creating constructivist educational settings and conducting research on those settings. There are varying conceptions of constructivism, depending on whether the emphasis is on individual cognitive processes or the social co-construction of knowledge (Johnston, 2006). Application Project Objectives for the project 1. Prepare an outline of a constructivist school system based on contemporary technology. 2. Provide an analysis of constructivist pedagogical activities and an evaluation of effective teaching technologies. The constructivist educational system in-depth analysis will be accessible through the author’s wiki page and power point presentation. 3. Contextualization: Students access background and contextual materials of various sorts to aid interpretation and argumentation 4. Cognitive Apprenticeship: Students serve as apprentices to teachers to master observation, interpretation and contextualization 5. Collaboration: Students collaborate in observation, interpretation and contextualization 6. Multiple Interpretations: Students gain cognitive flexibility by being exposed to multiple interpretations 7. Multiple Manifestations: Students gain transferability by seeing multiple manifestations of the same interpretation Elementary pedagogy is a rather complex paradigm. Decision in this area is mostly well-thought out and formulated after a great deal of understanding the psychological repercussion on younger minds (Resnick, 2007). The elementary environment is a bit noisy, colorful, and hectic, making it learner dominated. The students love to be involved in activities, so the educator must always insist on active learning. The constructivist teacher is quite careful in the manipulation of technological tools used for learning. Technology in the elementary classroom sells itself. If someone were to walk into a classroom where students are interacting to solve a challenge, you will be instantly hooked. The energy in the room is contagious as students collaborate, design, and learn by experimentation and physical involvement (Johnston, 2006). The complexity of some technology may demand a kind of specific training on the educator, who may then resort to some choice tools, which are easily handled and managed by the young learners. The constructivist educational system encourages educators to employ blogs and wikis in their lessons. Audrey Gray formulates the ideal constructivist curriculum “student work displayed throughout the room along with uncommon and diverse array of written and visual student productions, sometimes several revised drafts of a written creation being exhibited to demonstrate the process involved in the product (Dugger & Yung, 1995, p.4)". The constructivist elementary educational system allows learners to control their learning. Students construct knowledge from within, not from outside sources. Read More