Ed Tech 504 Module 5 Reflection

The purpose of this article (Using Constructivism in Technology) was to identify and categorize the different views of constructivism, how they relate to each other, and explain their position in the field of education. The major forms of constructivism can be divided into two major categories. The first defines the constructivist position as on one end of a line as being objective, and the other end of the line being subjective. In this instance, the educator will either focus on increasing the learners ability to understand an objective reality, or on the capacity to understand more deeply the perceptions and sense of reality. The second category of constructivism defines knowledge as either socially constructed or individually constructed. Even though both views of constructivism are different, they have one belief in common. Both views believe we construct knowledge based on what we already know and believe learning is an active process. There are several different positions of constructivism. First, cognitive constructivism (critical constructivism) views learning as an actively constructed individual thought process. This view focuses on the individual, but acknowledges that we interact with our environment or social settings. The next position is Radical Constructivism, or Extreme Constructivism. This views that knowledge is based on our environment and experiences. Similar to cognitive constructivist, educators need to view learning as an individual process. However, cognitive constructivism sees the role of the educator as a catalyst, the radical constructivist views the educator as the guide or coach to learners. This position feels educators should not impose on the learners particular way to learn. Two more positions are situated constructivism and co-constructivism. Co-constructivism is the most prevalent form. This is sometimes know as symbolic social interaction. This position feels we actively build meaning and knowledge socially through language. Although each position of constructivism has different beliefs, they all agree the educator is a guide or helper and content is secondary to the learning process. While writing this reflection I realized that constructivism is divided into two main sections. One being objective/subjective and the other is socially or individually constructed. This idea has brought made constructivism seem more clear. If I were to look around my classroom the majority of my students would be social constructivist because they work better in social settings.

In the article, The Real World on a Short Leash, Several theories of constructivism are discussed. For educational technologist, there are three important theories, collaborative learning, apprenticeship, and cognitive flexibility. Collaborative learning believes that knowledge takes place in social settings where students are encouraged to work with others. collaborative learners do not believe you learn in isolation. Apprenticeship views mental abilities and knowledge as deeply embedded in the social realms in which they are used, and that less experienced learners are taught or led by more experienced peers. It is a natural learner - tutor arrangement. The cognitive flexibility theory explains that a well structured problem is on in which we are given systematic ways to decide when a proposed solution is acceptable. As an educator I can see where these type of constructivism could be seen in the classroom. In my classroom I tend to have a lot of collaborative learning where students work in social settings and help each other. Along with this idea, apprenticeship is similar to peer tutoring because my lower functioning students learn from my higher functioning students.