KNOWLEDGE AREA MODULE III

LEARNING AGREEMENT

Social Constructivist Learning in

Technology-based Classroom

Group I

Rose Arnell, Derek Atchison, Jason Bedell

July 27, 2008

Walden University

Ph.D. in Education Program

Educational Technology

Faculty: Dr. Leslie Moller

 Overview

As the field of technology grows exponentially each day, the educational system

must also undergo a parallel transformation in efforts to stay current. The use of

educational technology can enhance the learning experience as the shift occurs from

structured teacher-directed instruction to independent student-focused learning. Close

examination of student centered learning and constructivist principles indicate the need

for a restructuring of instructional practices to include the use of technology based

applications. This KAM will examine the theories and research in organizational systems

and recommend a plan for professional practice using effective educational technology in

schools.

The Breadth section will focus on the theoretical foundation of social

constructivism by comparing and contrasting constructivist theories and analyzing how

instructional practices have adapted to meet the needs of students in technology-rich

environments. One such adaptation is the use of educational technology in structured yet

responsive ways that address various learning styles while enhancing learning. The Depth

component will analyze how these instructional practices can help develop the skills and

increase learning in students through the use of interactive technology that support

constructivist principles. This research leads to the Application component, in which the

findings of the Breadth and Depth will be integrated into a comprehensive

technologically-based project that utilizes interactive websites and Web 2.0 applications.

These tools will provide a platform for discussion and collaboration for students which

support the construction of new knowledge using constructivist principles in an

educational setting.
 The Breadth

Breadth Preliminaries
SBSF 8310 Theories of Organizational and Social Systems

Breadth EDUC 8814: Theories of Vygotsky, Piaget, and Papert.

Breadth Objectives:

 Describe how the theories of Vygotsky, Piaget, and Papert can be applied to
teaching strategies.
 Compare and contrast the social constructivism of Vygotsky with the
cognitive constructivism of Piaget and Papert.
 Determine how social constructivism supports cognitive development and
provides a means for cognitive constructivist teaching to take place.

Breadth Demonstration:

In the Breadth component of KAM 3, we will be researching the theories of Lev

Vygotsky, Jean Piaget, and Seymour Papert. They are all influential classical theorists that

have had a great impact on the development of what has come to be known as

constructivism. The main purpose of this study is to determine the relationship between

social and cognitive constructivism, as well as how the ideas, individually and in tandem,

can influence teaching methodologies and improve instruction. To this end, the theories

will be compared and contrasted through the authors’ seminal works on constructivism.

Breadth References

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer.
New York: BasicBooks.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York:
Basic Books.

Piaget, J. (1970). The Science of Education amd the Psychology of the Child. NY:
Grossman.
Piaget, J. (1929). The Child's Conception of the World. NY: Harcourt, Brace Jovanovich

Vygotsky, L (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Vygotsky, L (1986). Thought and Language. Cambridge, MA: MIT Press.

The Depth

Depth Preliminaries
SBSF 8320 Current Research in Organizational and Social Systems

Depth Objectives

• Describe the dynamics of social constructivism

• Examine how social constructivism leads to cognitive constructivism
• Determine what pedagogical methods influence social and cognitive
constructivism
• Determine how new cognitive knowledge develops from constructivist
strategies of instruction

Depth Demonstration:

For the Depth I will develop two products. First, I will write an annotated bibliography

of 15 refereed research studies from scholarly journals on the topics of social and

cognitive constructivism. I will write a 25 - 30 page paper summarizing and comparing

the following themes from the research studies, relating them to the theories of Vygotsky,

Piaget, and Papert.

Depth References

Adams, P. (2006, October). Exploring social constructivism: theories and practicalities.

Education 3-13, 34(3), 243-257. Retrieved July 18, 2008, from Academic Search
Premier database
 Adams discusses educational policy’s move from traditionally quantitative

methods of defining performance to the more specific discussion of how to define

learning. Adams does not conduct a study but instead examines the contemporary

theory of social constructivism in terms of its epistemology and pedagogy. He

seeks to determine what constitutes good learning and good teaching as it relates

to social constructivist thinking. He suggests that certain aspects of learning

occur in the mind and that behavior is not a reliable indicator of cognitive

processes.

The discussion is valuable as it highlights for educators the significance of

learners constructing knowledge differently and distinguishing the various ways

that individuals interpret and organize information. It serves as a reminder for

teachers to focus on learning and not performance and encourages debate on what

learning is and how best to promote it. Adams supports the social constructivist

position and emphasizes the importance of the experiences of the learner within

the learning community. This article has value in that Adams outlines a plan for

encouraging social constructivism in the development of good teaching and

learning strategies.

Becker, J. (Mar/Apr2004). Reconsidering the Role of Overcoming Perturbations in

Cognitive Development: Constructivism and Consciousness. Human
Development, 47(2), p77-93. Retrieved July 18, 2008, from Academic Search
Premier database.

This article uses Piaget's theories of conflict and social interaction to explain how

new cognitive constructs develop. Becker contends that there must be a new

schema developed to replace an old schema. Only then will there be cognitive
 development and a change of the learner's state of consciousness. Teachers

should be aware that social constructivist activities may result in feelings of

unease as learners develop and replace schemas of thought.

Boekaerts, M., & Minnaert, A. (2006, April 1). Affective and Motivational Outcomes of
Working in Collaborative Groups. Educational Psychology, 26(2), 187. (ERIC
Document Reproduction Service No. EJ722151) Retrieved July 18, 2008, from
ERIC database.

This article endeavored to discover the factors that affect students’ situational

interest. Situational interest is contrasted from individual interest because

situational interest is a direct result of stimuli or circumstances while individual

interest refers to personal traits. The study found a direct correlation between

students’ situational interest in a topic and students’ psychological needs. There

are three basic needs that were found to be relevant to education: autonomy,

competence, and social relatedness. What is interesting is that the article found

that if any two of these are met in a learning episode (an isolated occurrence as

opposed to a longer lasting learning environment), situational interest increases

dramatically. The researchers analyzed two groups of people: college sophomores

in an introductory education class and eighth grade vocational students. The

researchers developed the Quality of Working in Groups Instrument to survey the

students; the survey was given at several times during the course to assess

situational interest and psychological needs often throughout the year. It was

given every week to the vocational students and nine during a 14 week class to

the college sophomores. The methods seem objective and fairly thorough.

This article has significant value for teachers because it provides insight into
 how to design instruction so that students will be interested in it. The more

interested the students are, the more persistent and determined they will be.

Autonomy, competence, and social relatedness can all be augmented, if not

controlled (control is not the goal of teaching in a constructivist environment), by

a good teacher and good instructional design. Therefore, teachers have to make

sure that their lessons address at least 2, and hopefully all 3, of the students’

psychological needs while simultaneously addressing the content. This is one

reason why traditional lecture based lessons often do not produce meaningful

results: competence may or may not be attained; autonomy and social relatedness

cannot.

Gholson, B. & Craig, S. (June 2006). Promoting Constructive Activities that Support
Vicarious Learning During Computer-Based Instruction. Educational Psychology
Review, 18(2), p119-139. Retrieved July 18, 2008, from Academic Search
Premier database.

This article focuses on the development of activities that assist in the development

of cognitive constructivism when the learner is not physically interacting with the

material to be learned. The learner is encouraged to participate in constructive

activities that promote deep-level thinking. Self-explanation and critical response

to computer-prompted questions is the primary means of developing new schemas

of thought.

Glass, J. (Oct2007). Behavior Analytic Grounding of Sociological Social

Constructionism. Behavior Analyst Today, 8(4), p426-433. Retrieved July 18,
2008, from Academic Search Premier database.

This article explains how social order is created and maintained by comparing

sociological and behavioral components of social constructivism. Individual and

 collective behaviors are examined as a means of understanding how 'social

knowledge' is developed. This can be especially useful to teachers in the

assessment of group dynamics in social constructivism.

Gulati, S. (2008, May). Compulsory participation in online discussions: is this

constructivism or normalisation of learning?. Innovations in Education &
Teaching International, 45(2), 183-192. Retrieved July 18, 2008,
doi:10.1080/14703290801950427.

Many instructors of online courses see themselves as having more of a

constructivist teaching style than traditional education. This article attempted to

determine whether or not making students regularly participate in online

discussions is really a representation of constructivism because it does not, in

itself, take into account the needs of diverse learners. The central problem is

whether or not requiring participation in collaborative discussions online results in

decentralization of learning (constructivism) or just increased conformity to the

instructor’s tasks. Some students participate minimally or write what they believe

is desired by the professor because they do not feel safe and their grades depend

on it. There is evidence of silent participation at times because students often feel

disconnected. Other students do not like the feeling of being watched, either by

the professor or by other students because the discussions are open and always

available. The researchers did not conduct original research; this is a study of the

available research on online learning and its effects on students. There

examination of the current research is fairly thorough and unbiased.

The value of this article lies in its warning to online instructors and course

designers. It provides ample consequence that may occur when students’

 individual learning needs are not taken into account. Therefore, participation in

online discussions is not in and of itself good or bad. It is merely a tool. Activities,

including discussion forums, can be beneficial to students so long as they take

students learning styles into account. Also, discussion forums can be

constructivist in nature, but it depends on how they are used.

Herring, M. (2004). Development of constructivist-based distance learning environments.

Quarterly Review of Distance Education, 5(4), 231-242. Retrieved July 18, 2008,
from Academic Search Premier database.

Herring’s study addresses designing effective learning environments that support

constructivist instructional principles. She focuses on the use of distance learning

which can provide world linking experiences for students. She discusses how the

theory of constructivism supports technology-rich classrooms as she seeks to

identify a core of constructivist-based learning environment designs and

experiences that support their implementation in a distance education setting. A

Delphi study was conducted and a panel versed in the areas of constructivism and

technologically-mediated education participated in this electronic study. Findings

indicated that teachers who wish to develop constructivist-based distance learning

environments need training in the creation of authentic, student-centered lessons.

It was clear that the Adelphi study panel was permitted unconstrained responses

which allowed them to make relevant comments that would be useful in the field.

The real world context in which they responded provided room for them to share

their expertise in predicting the future of technology which was situated in a

constructivist-based learning environment. The researcher made useful

recommendations for strategies that increased students learning, development of

 learning communities, and teacher training in instructional strategies as well as

instructional design.

Hill, A., & Smith, H. (2005). Research in Purpose and Value for the Study of Technology
in Secondary Schools: A Theory of Authentic Learning. International Journal of
Technology & Design Education, 15(1), p 19-32. Retrieved July 22, 2008 from
Academic Premiere database

This qualitative research examines how problem-based learning, including

constructivism and problem solving contributes to the experiences of 12 students

enrolled in technological education programs who are immersed in authentic

learning. The researchers identify 12 components that define authentic learning in

a problem-based setting that link constructivist principles to authentic learning.

The study of students in technology coursework provides the hands-on approach

to solving problems through projects in which the learning is situated and

meaningful.

This research has significance to teachers in that it provides an instructional

framework for teachers in development of a problem-based learning curriculum.

Their finding support problem based learning as a constructivist philosophy that

actively engages learners in authentic tasks where learners work in collaborative

groups to find meaning through the problem-solving process. The qualitative

nature of the research adds value in its ability to collect student reactions to the

activities providing data that is steeped in the research.

Lavonen, J., Meisalo, V., & Lattu, M. (2002, January 1). Collaborative Problem Solving
in a Control Technology Learning Environment, a Pilot Study. International
Journal of Technology and Design Education, 12(2), 139. (ERIC Document
Reproduction Service No. EJ654090) Retrieved July 18, 2008, from ERIC
database.
This article endeavored to determine the social nature of problem solving. The

researchers developed a computer program called Empirica Control for

Technology Education that allows for simplistic computer programming. The

study, done on 34 eighth grade students, showed that a high percentage of

learning is collaborative in nature. The programming tool is based on icons as

opposed to difficult commands. The teacher of the students was a veteran science

teacher who had also been trained by the researchers. Students were taught the

basics of the programming language in the first 2-hour session and had to figure

out the rest through problem solving with other students in the 9 remaining 2-hour

sessions. Session notes were recorded immediately after each 2-hour session and

the computer screens and the students were simultaneously recorded using a video

camera. The data analysis consisted primarily of examining the notes and

recordings to determine the students’ collaborative problem solving processes and

the teacher’s role in the process. While the study lacked the objective data of

many other studies, it did seem to reliably provide insight into student interaction.

The results show that in 62 percent of the learning episodes, students worked

collaboratively to produce one outcome while in only 20 percent of the learning

episodes did students work alone.

This is a very important article for teachers. The control technology

environment was set up according to principles of social constructivism. The

results clearly show that most students have a natural tendency to work together.

When students do work together, they create better products and have more

meaningful, relevant, and lasting results. Therefore, teachers should provide

 opportunities for collaboration; furthermore, they need to make sure that the

opportunities for collaboration are well designed so that all students have a

meaningful role.

Muniandy, B., Mohammad, R., & Fong, S. (2007, September). Synergizing pedagogy,
learning theory and technology in instruction: How can it be done?. US-China
Education Review, 4(9), 46-53. Retrieved July 18, 2008, from Education Research
Complete database.

Muniandy suggests that instructional pedagogy, learning theory, and technology

be use synchronously to bring about instructional reform in education. This

research investigated the use of constructivism and technology in project-based

learning with four teachers in elementary school classrooms. The qualitative study

used field notes, student samples, assessment, and curricular materials to gather

data. A disparity was found between theory and teacher practice as many teachers

thought they were using theoretical applications when in fact they were teaching

based on their experiences and teaching habits. Findings provided suggestions for

how a relationship between pedagogy, theory, and technology can be achieved.

This research was significant in that it provided in-depth study in classrooms

that were already immersed in constructivist instructional strategies. It examined

the flaws in planning, instruction, and delivery of content that resulted in limited

constructivist learning. The research is replicable and the methodology proved

significant because it took into account the not only how students learn through

constructivist principles but how teachers can affect that learning through the use

of constructivist theory, pedagogy and technology as integral parts of the

equation.
Pouliot, V. (June2007). "Sobjectivism": Toward a Constructive
Methodology. International Studies Quarterly, 51(2), p359-384. Retrieved July
18, 2008, from Academic Search Premier database.

This article argues that constructivist reasoning should be both objective and

subjective in its design. The author posits that since social knowledge and reality

will result from group collaboration, it is important that participants have

experiences that are grounded in history, proper context, and international

knowledge. The constructivist apprach can serve to foster student engagement

and international dialogue for constructivist activities of international or global

importance.

Rodríguez, A. & Reggia, J. (Fall 2004). Extending Self-Organizing Perticle Systems to

Problem Solving. Artificial Life, 10(4), p379-395. Retrieved July 18, 2008, from
Academic Search Premier database.

This article analyzes the psycho-biological behavior of individuals and groups in

problem solving. It was discovered that though both individuals and groups are

capable of problem solving, the problem was solved more effectively by the

group. It was also noted that groups tended to follow a swarm pattern of

movement (similar to insects) and sometimes effectively used group members for

specialized tasks, such as resource protection. Task delegation and group

dynamics are both psychological and biological components in the production of

sociological systems that work d problem-solving. Educators should use this

information to correct misconceptions when social wisdom from group

collaboration produces undesirable learning outcomes or social misinformation.

Toprak, E. (2006, July 1). Social Constructivism and International Cooperation in
Distance Education. Online Submission, (ERIC Document Reproduction Service
No. ED494344) Retrieved July 20, 2008, from ERIC database.

This article posits that there is more international collaboration in online learning

environments than ever before. This is due to the advent and adoption of social

constructivism and made possible through modern technologies. Certain fields,

such as education and international relations, have taken to the theory of social

constructivism more quickly and more fully than other fields, which results in

greater collaboration in these fields. Information and communication technology

allow for creating bridges between peoples from diverse areas. The exchange of

information between individuals and institutions of different countries brings

separate societies closer together. One of the biggest critiques is that those who do

not have access to technology, such as those in developing nations, while not be

able to participate.

The researchers study the available research on distance education. As such, the

article has a limited value. However, it does explain the value and method of

collaboration in an online environment. Specifically, it provides insight into the

nature of collaboration, as well as the benefits and disadvantages of international

collaboration in an online environment.

Tsai, C. (2000, January 1). Relationships between Student Scientific Epistemological

Beliefs and Perceptions of Constructivist Learning Environments. Educational
Research, 42(2), 193. (ERIC Document Reproduction Service No. EJ607627)
Retrieved July 18, 2008, from ERIC database.

The article is about how students’ epistemological views of knowledge affect their

perception of the learning environment. This is very important because the

 manner in which a student perceives a learning environment has a direct

correlation to the student’s performance. The findings of the study suggest that

teachers need to be aware of students’ beliefs about knowledge and create an

instructional environment and activities that complement them. Students’ beliefs

can fall into two main categories: there is variability, so student’s beliefs can lean

towards believing that knowledge is there to be learned or that they construct their

own knowledge. Methodologically, the study seems sound. Using questionnaires,

the study assessed close to 1,200 students’ perceptions and beliefs about

instruction and the results clearly show a trend that a high percentage of students

believed that most classes did not provide enough opportunities for social

interaction or use of prior knowledge.

The article has great value because it sheds light on actual students’

perceptions. While much research focuses solely on easily measurable data, such

as standardized test scores, this study focuses on what students actually think and

believe about instruction, the learning environment, and their place in the learning

environment. There are also several examples of how to make instruction more

aligned to students’ beliefs and how particular students learn best.

Willett, R. (2007). Technology, pedagogy and digital production: A case study of children
learning new media skills. Learning, Media and Technology, 32(2), p. 167–181.
Retrieved July 22, 2008 from Academic Premiere database

The article focuses on issues around technology and pedagogy by analyzing data

collected from computer games making course for students aged 9–13. The data

from the games class is analyzed in relation to three models of learning:

constructionism, constructivism and situated learning. The works of Vygotsky and

 Bruner are referenced as social and cognitive constructivist principles are

examined, specifically how they work in relation to digital media in communities

of practice.

This article begins with a discussion on how constructivism plays a role in

student use of digital technology but fails to fully discuss the implications. It

makes no mention of the instructional pedagogy and its relationship to technology

applications. The research seeks to understand how the informal knowledge

gained by students through their experiences with technology might be accessed

and whether it could be transformed by being applied in digital media based

situations. This would have been valuable research had they further developed the

link between constructivist principles and learning through digital media.

The Application

Application Preliminaries
SBSF 8330 Professional Practice, Organizational and Social Systems

Application Objectives
• Apply the theories and research developed in the Breadth and Depth
components into practice by designing a wiki in which students can participate
in social constructivist learning through participation in an interactive web site
and involvement in a discussion forum through Twitter.
• Identify essential aspects of the constructivist principles that are most strongly
aligned with student interest and learning to support learning.

Application Demonstration

This component will integrate the theories and research of the Breadth and Depth

by designing a wiki and a collaborative discussion forum through the Youth Twitter

application. Student participation in a Super Volcano web-based game encourages

students to respond to a natural disaster in innovative ways and through the use of

Twitter, a social networking application which supports text-based messages, the creation

of new knowledge may occur. They will use Twitter as a social constructivist tool to have

a discourse on possible responses to the problem-based scenario and post their ideas and

solutions to a wiki. This project will encourage the use of educational technologies as an

multifaceted tool to support social constructivist learning. Through teacher training,

students can be viewed as active co-constructors of knowledge and the teacher will

recognize her role as a facilitator rather than instructor. The integration of technology

refocuses the processes of reflection and evaluation on students as they negotiate their

learning and make meaning through their experiences.

Application references:

Beldarrain, Y. (2006, August 1). Distance Education Trends: Integrating New

Technologies to Foster Student Interaction and Collaboration. Distance
Education, 27(2), 139. (ERIC Document Reproduction Service No. EJ740275)
Retrieved July 21, 2008, from ERIC database.

Kenney, B. (2008, July). Web 2.0 Tools Transform Osborne's Management Strategies.
Industry Week/IW, 257(7), 58-60. Retrieved July 21, 2008, from Academic Search
Premier database.

Kesim, E., & Agaoglu, E. (2007). A Paradigm Shift in Distance Education: Web 2.0 and
Social Software. Online Submission, Turkish Online Journal of Distance
Education 8(3), p. 66-75. Retrieved July 21, 2008, from ERIC database.

Kroski, E. (2008, July). All a Twitter. School Library Journal, 54(7), 31-35. Retrieved
July 21, 2008, from Academic Search Premier database.

Steele, P. (2008, April 7). Technologies Such as Wikis in the Classroom. Online
Submission, (ERIC Document Reproduction Service No. ED500701) Retrieved
July 21, 2008, from ERIC database.

Thompson, J. (2008). Don't Be Afraid to Explore Web 2.0. Phi Delta Kappan. Vol. 89
(10), p. 711 & 778. Retrieved July 21, 2008, from ERIC database.
Young, J. (2008, February 29). Forget E-Mail: New Messaging Service Has Students and
Professors Atwitter. Chronicle of Higher Education, 54(25), . (ERIC Document
Reproduction Service No. EJ788968) Retrieved July 21, 2008, from ERIC
database.