Social Constructivism, Cooperative Learning, and Technology

“Through others, we become ourselves” Lev Vygotsky

“Cooperative learning is not so much learning to cooperate as it is cooperating to learn.” Wong & Wong, 1998

Dr. Orey elucidates the difference between constructivism and social constructivism boils down to other people (Laureate Education, Inc. 2008). A core element of social constructivism is providing students with opportunities to interact with each other in groups in ways that enhance their learning. Cooperative Learning theory, an offshoot of Constructivism, incorporates the idea that the best learning occurs when students are actively engaged in the learning process and working in collaboration with other students to accomplish a shared goal. There are many implications for utilizing technology in cooperative learning situations (Laureate Education, Inc. 2008). However, it is important to remember that the teacher must be a facilitator in a cooperative learning environment, and not to fall into the trap of letting students totally "construct" their knowledge on their own. The teacher is still a very important resource and the computer is also a resource that will be used to guide students in the acquisition of knowledge.

The research indicates that when technology is used collaboratively, there is a modest increase in learning (Pitler, Hubbell, Kuhn, Malenoski, 2007). A teacher’s understanding of the use of collaborative social network websites, WebQuests, multimedia, blogs and wikis, can benefit in the ability to differentiate instruction, increase writing across all content areas, and ultimately, build a community of learning that not only encourages success and participation, but motivation to discover new ideas and new ways to solve problems with others (Laureate Education, Inc., 2008).

Web 2.0 by nature subscribes to social constructivist theory, and makes the marriage of technology and cooperative learning an easy fit. “Students and teachers can collaborate over the Web by logging on to sites that allow them to share and edit calendars, bookmark and share web links, and create online learning communities” (Pitler, et al., 2007, p.149). Examples of such sites are: Google Calendar, del.icio.us, Skype and The Global Schoolhouse.(Pitler, et al., 2007)

Multimedia, and specifically creating a video, is a perfect way to structure student learning cooperatively (Pitler, et al., 2007). When students work in teams to create a video, it forces them to construct meaning and convey it to others as well. One big caveat about using video projects is best stated by Pitler, et al.(2007), “Creating a video is a complex task that requires many roles and responsibilities. By nature, both multimedia projects and cooperative learning groups require attention to detail in the planning process” (p.141). As with any work, having a rubric to frame a video assignment is essential (Pitler, et al., 2007). The website Rubistar has many different examples of multimedia rubrics that can easily be refined and revised. I have used them many times as a resource, and then altered them to include content-specific criteria in addition to technical criteria.

Webquests are another technological tool that promotes cooperative learning. They are an inquiry-oriented activity in which most or all of the information used by students is online. By providing links necessary to complete the quest, the student is able to focus on the material rather than spend time looking for it. The five-part WebQuest (Introduction, Task, Resources, Process, Evaluation, and Conclusion) promotes critical thinking at the levels of analysis, synthesis and evaluation (Pitler, et al., 2007). Pitler, et al. (2007) proffer, “A well designed WebQuest task is practical, engaging, and elicits student thinking” (p.146); all elements of social constructivism.

Wikis and blogs are technological tools that also can further advance the cooperative and social aspects of the learning environment. Blogs offer an authentic audience for their writing, and offer a forum for others to add their thoughts or experiences. This allows the blogger to be exposed to other perspectives and offer an opportunity to develop a deeper understanding of the content or issue. Wikis provide some of the same advantages as blogs, except they provide a more bona fide collaborative experience.

Pitler et al. (2007), make four recommendations for utilizing cooperative learning in the classroom:
1. Use a variety of criteria to group students.
2. Use informal, formal, and base groups.
• Informal: you just put it together and no grouping reasons
• Formal: you develop it and put people where you want them.
• Base groups: a group that is partnered for a long period of time
3. Keep groups to a manageable size.
4. Combine cooperative learning with other classroom structures (p. 140).
They also counsel that cooperative learning should be used “consistently and systematically but should not be overused” (p.139). I would venture to add the same can be said for the utilization of technology. Unless it adds value to the learning experience, it should not be used.

References

Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.