Learning Theory- Reflecting on Constructivism

All learning within the classroom needs to be carefully constructed by the teacher to
serve students at their most effective learning style. As introduced by Lev Vygotsky,
Constructivism, specifically Social Constructivism, provides students the ability to build the
world around them. Known as a student’s ‘schema’, teachers should aim for lessons to allow
the students to construct information as a result of direct experience. Vygotsky’s theory also
encourages the teacher to invest time in partner and group work, where social interaction is
where a large proportion of learning occurs for students. Also endorsed by cognitive
theorist Bandura, social interaction is imperative for students to grow in dynamically
building understanding.
In regards to the ICT learning area in my lesson, technology firstly enhances a
student’s ability to interact and collaborate with other students in learning (Adams, 2007).
Creation tools such as Bookcreator, Padlet or even Word Garden in my lessons allow
students to engage in cooperative learning that is far more effective and practical than
forcing students to physically work together on one research essay or presentation.
Secondly, in the lessons, technology allows for effective learning through the
applications themselves, where both consumption and creation tools contribute to enhance
Vygotsky’s Zone of Proximal Development’ (ZPD). Applications such as Socrative or
Britannica School Edition Encyclopaedia allow teachers to create and adjust learning to fit
within a student’s ‘Zone of Optimal Learning’ (Adams, 2007). Particularly with Britannica,
students are not struggling to find appropriate resources on the world web, or being directly
given the information, but instead have to use research skills to locate relevant information
within an appropriate database, ultimately working within their optimal range.
Ultimately, Social Constructivist theory acts as a foundation to my progression of
lessons, where technology allows for students to effectively interact, collaborate, construct
understanding and work within their ‘Zone of Proximal Development’.

References

Adams, P. (2007). Exploring social constructivism: theories and

practicalities, Education 3-13, 34:3, 243-
257, DOI: 10.1080/03004270600898893