As teachers from our experience knew that traditional teaching is teacher centered in the class, one-way transfer of information, limited participation, and encourages students to memorize what we taught. Students felt bored, lose attention, and lose interest. In order to engage students’ motivation of learning, education experts researched and suggested to use constructivism and constructionism learning theories into the classroom. Dr. Orey (2011) explained the constructionist learning strategy is people learn best when they build an external artifact or something they can share with others. That means engage students to build knowledge through the project. From this learning strategy they learn to collaborate, share, discuss, and solving problem skills with their peers. Dr. Orey (2011) also stated the constructivist learning strategy is a theory of knowledge stating that each individual actively constructs his or her own meaning experience with something. That means, it depends on everyone’s different experience that everyone expresses their own meaning, different from others. As well as to link what students knew and new information to engage students, focus on building somethings by creative, active learning, and foster critical thinking.
I use google docs program in my classroom. Students could share their ideas, comments, and collaboration to create a project via the google docs. Ozer (2001) stated in constructivist classrooms, unlike the conventional lecturer, the teacher is a facilitator and a guide, who plans, organizes, guides, and provides directions to the learner, who is accountable for his own learning (para.2). I would provide a constructivist and constructionist learning environment to engage students effective learning. To be a model guide, encourage, and engage my students to build their knowledge and create their project through the activities; to use project- based learning as a strategy.
Brown (2015) in her video introduced constructivist learning theories: Social activism, learning as social experience and social influences on learning. Scaffolding theory, Learning as a cognitive building process. She also introduced constructivist methods of teaching, group-based cooperative work, learning through real-life situations, visual format, mental models, global goals problem solving, and divergent thinking. In my GH program, I would ask students to use graphic organizers and virtual field trip to create a project that students could collaborate, cooperate, share information working together, have social influence on learning, and solve a real problem. Pitler, Hubbell, and Kuhn (2012) stated generating and testing hypotheses is particularly effective when compared to more traditional instructional activities and they are higher-level cognitive tasks; graphic organizers are a good way to do this. As well, other educators found that students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts (p.204). I would engage students testing hypotheses and generate with a variety of structured tasks to solve problems when they work on a project because they would understand the concepts from the learning process.
Pitler et al., (2012) stated technology plays a vital role in generating and testing hypotheses because new developments in probe ware and interactive applets allow students to spend more time interpreting the data rather than gathering the data (p.205). In my GH project, I would use project- based learning and constructivist methods as strategies, have students create a project, integrate technology to help students learn better and build their knowledge. This project will meet ISTE standards for students 1b, students demonstrate create thinking, construct knowledge, and develop innovative products and processes using technology. Create original works as a means of personal or group expression. This GH project also meet ISTE standards for teacher 1b, teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Students through constructionist and constructivist learning strategies, integrate technology and gain creative, collaboration, sharing, problem solving, interest, and motivation to learn achievement.
Brown, J. (2015). Constructivist methods of teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=7-80HyiimDE
International Society for Technology in Education. (2007). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students
International Society for Technology in Education. (2016). ISTE standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/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 from http://epltt.coe.uga.edu/index.php?title=Main_Page
Ozer, O. (2004). Constructivism in Piaget and Vygotsky. Retrieved from