“The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s thinking beyond the situation in which learning has occurred.”
— Jerome Bruner, 1960
Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The power of technology is to transform teaching and learning as we know it, to make it more student-centered, individualized (yet also more community-based), relevant, and meaningful. It allows each student to connect to each other, to the world, to knowledge, and to learning, in the way that works best for that student. Embracing the constructivism and constructionism theories, as well as technology, in the classroom enable educators to provide a tangible expression of the knowledge students build (Orey, 2001).
In an ongoing look at the book, Using Technology with Classroom Instruction that Works (Pitler , Hubbell, Kuhn, Malenoski, 2007) the next strategy is generating and testing hypotheses. The strategy of generating and testing hypotheses facilitates constructionism and contructivism because it requires students to apply their knowledge and thus deepens their understanding. Several processes encourage students to generate and test hypotheses, including systems analysis, invention, experimental inquiry, decision making, and problem solving. Within this strategy, students plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).
It is imperative students spend time interpreting data because it is vital for students to know how to explain themselves and their conclusions. This is more likely to happen if learners can spend their time analyzing data instead of just collecting and inputting it. Data collecting is the most time consuming; analyzing is the most brain consuming. Technological advances including probeware, interactive simulations, and spreadsheets, allow classroom time to be devoted to interpreting data. By using spreadsheet programs, students will lessen the time focused on collecting data and be able to concentrate on the effects of the data making the learning experience more meaningful (Pitler, et al., 2007).
In the science classroom, digital microscopes and digital sensors allow students to easily capture information and focus on analysis. Even without having such resources, Pitler et al. (2007) make the point that the Internet itself is a huge data collection tool for any curriculum. For example, a social studies class could collect data from the U.S. Census Bureau and import it into Excel to create charts regarding population shifts. Math students could use the NASA FlyByMath site to work on distance-rate-time problems. ELA students who paste their writing into Wordle get a unique visual representation of their work. Online simulations at Explore Learning allow science and math students to test many different concepts (Pitler, et al., 2007).
The array of tools available through software, hardware and the Internet provide vast opportunities for enhancing students’ understanding of, and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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It is very important for our students to understand how to collect data. They need to know how to use a variety of tools. Technology has helped create programs that helps our students look at research instead of spending a great deal of time searching for information. I agree with your points that you made in your blog. Have you used any of the new tools in your classroom? Do you students have to do research projects often?
ReplyDeleteHello Becky,
ReplyDeleteMy school is on its way to becoming a PYP (Primary Years Program) IB (International Baccalaureate) school. It is all inquiry-based; so yes this year we did a lot of projects. However, the only technological tools I have implemented were powerpoints, webquests, and the Internet. Until this week, I was unaware of the multitude of ways to incorporate spreadsheets, or the various problem-based and project-based websites. I am excited to figure out all the ways to incorporate them next year. My mind is reeling with ideas. One drawback in my county is the blocking of several websites, and the ban of student created wikis, blogs, and Voicethreads. It is extremely frustrating to learn the research-based value of these tools in creating authentic real-world, constructionist experiences, but not being allowed to utilize them. As I've mentioned before, I am in the process of writing a proposal to my county, so optimistically, this won't be a problem in the future.
Thanks for your response,
Lauren
Lauren,
ReplyDeleteI like your opening quote and it is so true that the best way to create interest in a subject is to make it worth knowing and usable in other situations. It’s not an optimal learning experience just memorizing facts or collecting data but analyzing the data. Being able to use what you learned in the classroom in other aspects of life is a great motivator for learning. That is why students are more focused and excited about using technology in the classroom, hobbies/interests, and learning how to drive. I’m glad you use PowerPoints and webquests and are excited about adding some more technologies. I wish you the best of luck in being able to persuade your district into allowing more technology.