Constructivism and Technology Integration

Using Web 2.0 as an Example

Daniel Flynn 11/15/2010

This paper discuses the relevance of technology integration and its use in mainstream education today. For the past twenty years, technology seemingly has taken over the landscape of education, being embedded in every aspect of what goes on in the classroom. Theories that are constant in education are changing as the technology and access to technology has forced educationalist to take a hard look at what is being taught and how learners are accessing information on a daily basis. Research of technology and technology integration has slowly come forward and the studies have shown that technology has made an impact on students educational growth. There are issues of correct training and proper use of instructional time when it comes to technology and technology integration in the classroom as some educators are technologically illiterate. The following paper will discuss these issues and explore the theory of constructivism and other emerging theories in integrating technology in education.

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Education is facing a crossroad as the twenty first century rolls on with new and emerging technologies. For the past century or so education has been the same, students use notebooks, teachers used a more direct form of teaching and technology for the most part was limited to movies and overhead projectors. In the last twenty years this has transformed dramatically, with technology taking the forefront and students being entrenched in everything that is wired or instant. The students coming into classrooms today are digital natives, and the teachers who teach them are digital immigrants. This has in a sense, for some, caused a gap in learning and content delivery. The struggle in of itself is related to the theories of education practice and how that is implemented in education today. The theories of yesterday without any progressive movement forward are not necessarily as effective as it once was, and thus need reevaluating as we move forward in the twenty first century. This is extremely important in developing twenty first century skills in educational practice and theory. As more and more educational institutes explore integrating technologies in the main stream educational system it is vital to take into account the educational theories that will take this forward. One of the main theories to emerge in technology integration is constructivism. Constructivism is a theory in which the learner is able to construct knowledge based partially on one's previous experiences, and self motivation to move forward in the individuals learning growth. In integration of technology one might consider constructivism to develop learning tools through integration that enhance a learners ability to learn content and skill sets. Background on Constructivism Constructivism, a theory that is relatively new in its practice has been of great interest in integrating technology in curriculum. "Constructivists view reality and meaning as personally rather than universally defined" (Jonassen & Land, Theoretical Foundations of Learning

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Environments, 2000). Given this modality, technology integration for educators can include views on individual students interpretation of how the content is learnable through the use of technology. In other words, a student's views on a particular subject are developed through their own personal view through previous experiences of learning or doing. In the traditional methods of yester year, especially behaviorism, teachers instructed students in the beliefs that were interrupted by others, usually in the form of a textbook. However, today, with information changing almost daily, the theories of yesterday may not be effective. Thus, there is need to break away from the traditional behaviorist methods and merge into a theory that addresses student needs. Technology integration into any unit of study or inquiry is a key component to develop a firm understanding of curriculum. Crossing curriculum and technology is a developmental tool that allows students to use their previous knowledge and experiences to retain content. In order for this theory to work in action the instructors must let go of the traditional methods and merge into new instructional models that address constructivism. "Situated cognition argues that learning occurs most effectively in context, and that context becomes important part of knowledgebase associated with that learning" (Jonassen 1992). Given this, it is important to center the instruction on students and develop context within that area. As mentioned before, blending context with content and fostering this with technology. Even though constructivism has been around a while it is fairly new in education, and with technology emerging for the long run, it appears that this is a good educational theory to base students previous learning experiences into action with integrating technology in curriculum. Opposition of Constructivism As many theories have critics, so does constructivism. Constructivism can be considered by some as minimally guided learning and less structured as a guide for learners. The authors,

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Kirschner, Sweller and Clark, state very clearly that (2006), "Any instructional procedure that ignores the structures that constitute human cognitive architecture is not likely to be effective (Kirschner, Sweller, & Clark, 2006). The authors are arguing that in cognitive structure of development for a learner needs mechanized structure and the idea that learners can construct their own learning based on previous experiences is not fully possible. The authors go on to argue this point, Most learners of all ages know how to construct knowledge when given adequate information and there is no evidence that presenting them with partial information enhances their ability to construct a representation more than giving them full information" (pg. 78). Constructivist thought in its essence believes that learners base their knowledge of information, rather than given to the learner as the authors assert. Constructivism to a learner relies on the fact that one can construct their own knowledge base through previous knowledge and develop learning skills through a non structured instructional environment. When integrating technology into a curriculum, it is sometimes assumed that students have the technology skill base to use in creating digital outputs. And instructors might take a constructivist approach to the technology side of the project. This is where there can be issues with the how constructivism might be used in a wrong manner, as the focus of the technology might be ignored and passed on as a constructivist project then an opportunity for skill set building in the area of technology. The technology aspect of the integration might on the other hand have to be built up through skill sets and guided instruction; perhaps the 80/20 model would fit this area nicely. The curriculum that is being integrated can be introduced as constructivist based, students using the principles of constructivism to learn the content of the subject rather than the technology. Project Based Learning, Web 2.0 and Constructivism

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Project based learning is not new and has been under continuous development as more and more technology becomes available. In project-based learning, students use real world concepts, tools, experiences, and technologies to engage in new roles (and identities) as they pursue questions and share their combined knowledge in social situations (Smith, 2009). This is a new learning method that has broken away from the traditional forms of education, static and liner based. As the world has changed, so have skills for the 21st century and project based learning can be a realistic tool in integrating technology in all curricular areas. If project based learning is done correctly than the learner has more of an ability to develop their own skill sets as the project moves forward (constructivism). Project based learning can be applied to production of digital outputs according to lesson and content via curriculum. "A distinct benefit of contemporary technologies such as Web sites, digital video, interactive programs, and hypermedia software is that they are uniquely capable of supporting rich, complex, and nonlinear representations of knowledge and understanding" (Hernndez-Ramos & De La Paz, 2009). The authors of this paper implemented a study that examined how project based learning can improve students' learning and understanding of content through a digital constructivist approach. Project based learning, with the use of technology, allows students to work collaboratively, builds skills through constructivism, enhances knowledge, and allows students more ownership of the content. More and more, technology has replaced traditional forms of learning activates and this has culminated in different forms, one being e-activities. E-tivities are defined as frameworks for enhancing active and participative online learning by individuals or groups (Armellin & Aiyegbayo, 2010). This is traditionally thought of as a webquest, although a bit old in the educational technology scheme of time, it does provide a greater understanding of content via the

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web. Since 2004, and the emergence of Web 2.0 the technology has brought and endless amount of tools that allow for greater enhancement of instruction and development for students. Web 2.0 allows for user generated content and brings ownership of web content to the user. The tools allow for greater use and understanding of constructivism allowing learners the ability to choose tools that have significant relevance to the content of the class. For instance, in an English course students could be developing an online blogs with podcasts, videos and other Web 2.0 tools that demonstrate their abilities of displaying work and skills they have developed by learning a blog program. Web 2.0 is also a powerful collaboration tool in which users can jointly create projects together without being in the same classroom (even though most of the time learners will be in the same classroom). For instance, Moodle, an online educational management platform, allows for multiple learners to create content jointly in which will display content relevant to questions, essays, projects, etc. Learners can use these tools on a constructivist basis, developing ideas and learning that will lead to meaningful displays of work. Another aspect of collaboration, constructivism and Web 2.0 is just in time learning. If a class were to be structured in a way that curriculum was programmed, there would be little to no room for learning on the spot. For instance if a learning opportunity were to occur instantly, such as a burning question or a natural disaster, learners can access this information and construct their opinions on the issues. "E-tivities were designed for learners to engage with the materials and with each other in creative, purposeful ways" (Armellin & Aiyegbayo, 2010). Instructional Design How can instruction be guided in the development of web based applications as it relates to technology integration? Even though constructivism has its benefits it is still important to guide instruction through using a design process. Choosing a model that fits the needs of

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instruction is an important step and allows for a good foundation of structure for delivery. However, it is important to make sure that the design process includes room for the constructivist learning. In the planning phase of instruction the focus of the lesson materials or the lesson planning should put an emphasis constructivist view points with the inclusion of technology tools. For instance, if the instruction is about the cold war, the designer should leave room and time for the development of constructivist based technology activities. Collaborative programs such as Google Documents, Webspiration, Xtimeline, and so forth can allow of digital collaboration for learners. " A constructivist, dialogical instructional approach should focus on learning about why and learning about how, rather than conducting learning itself" (Ruey, 2010). Ruey also asserted that the learned in a collaborative constructivist environment tends to be a better chance at learning because of the social implications which in turn allows for more active learning. Ruey conducted a survey that was mostly designed for adult learners, what their instructional needs are for an online learning environment, however, this transcends to middle and high school levels as well. Learners of today in middle and high school level are more apt to be entrenched with technology and relate to a digital world. For consideration of developing a solid instructional plan it is important to gather the tools that relate to the students of today in heir perceptions of how the world around them operates. For the digital natives that are in schools today, it is important to put that into place what the needs are that will assist learners in content mastery. A part of technology integration in instruction design that incorporates technology is to provide proper training for teachers. Teachers who are properly trained allow for better understanding and implementation of technology in the classroom. As well students (who are digital natives) have a tendency not to react to teachers or instructors who have a lack of

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technology skills. Teachers who don't have a command of technology often lack the skills that relate to students. Teachers Kopcha argued, (2010) "Teachers may not be adopting studentcentered approaches to technology integration because they lack the knowledge needed to do so. Teachers need to obtain basic technology skills before they can adopt student-centered practices with technology." Technology is elusive to some teachers, especially if the teacher has no adequate training. If teachers have no adequate training then the teacher will not use technology because of the lack of expertise and comfort level. For teachers who have mastery of the technology or have a comfort level to use technology are more likely to use it in the classroom. Integration of technology does take a level of comfort and the right investment for teachers and students to garner full success in the development of the program. Solutions for teaching teachers technology lies within a good training program. School entities might consider developing a training program that can be designed to bring educators to twenty-first century technology skills. School entities can enlist the skills of trained trainers to create proper instructional design based on the needs of the school or district entities. With these skill sets addressed educators would have better confidence in building a proper technological enriched curriculum. Emerging Theories in Educational Technology Constructivism is often complemented by other theories that support the cause of student centered learning and development. In addition constructivism in the field of educational technology might not stand alone in its practicum, because it was developed without the use of technology. Since technology has emerged within the past twenty years there have been several paradigm transformations on how education views technology and technology integration within a specific or general curriculum area. A recent theory to emerge is called connectivism,

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"Connectivism is a theoretical framework for understanding learning. In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community" (Kop & Hill, 2008). In its essence, the idea of connectivism in the role of technology is to bridge the gap between the old and new theories. Constructivism is limited by the nature it which it was developed for, core curriculums, rather than having technology and technology integration at the forefront. Connectivism allows for the instructor or educational institution to better bridge the gap of the new and the old theories and better serves the use of integration of technology into mainstream curriculum. Connectivism is learning through a series of connections in which learners share and find new information about content or articles, and so forth. This can also be connected to just in time learning in which learners have this ability to connect what they have learned in real time with others. Web 2.0 is a growing along with technology integration it has become a mainstay in how learners learn and express themselves in their thought process and outcomes. Conclusion Technology has become a main stay in education today, and only seems that it will grow as time moves forward. At the core of technology and technology integration lies core concepts in theoretical knowledge and practice. Constructivism has been in existent since the days of Kant, yet has been a recent theory in educational practices. Some educational institutes shun the ideas of constructivism as it is not guided enough for development of educational beliefs and practices. Other institutes believe whole heartily in implementing constructivism in curriculum and technology. Technology is a tricky element and is also an external factor in many ways, as this field has not yet fully developed and bought into by teachers, instructors and institutions. As education moves forward there needs to be a strong foundation of technology, and this

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will come from the technology that will integrate in the curriculum. Web 2.0 is now leading the way in technology integration and is designed to give the user (learner) an ownership of content created using these tools, rather than traditional offline standard activates that might have already lost the learner. As the years go by, more and more learners are digital natives and rely on implementation of technology in the classroom. Educationalist who are not trusting of how technology works or can work in the classroom might lose their students in the process of not connecting. Students do learn from a blend of constructivism and connectivism as a modality of what type of learners they are in course outcomes. Educationalist who doesnt know how these functions should be trained and allowed time to develop skill sets in order to bridge the gap of digital natives and digital immigrants.

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