‘ Technology in the Constructivist Learning - Environment Learning Outcomes Explain fully the concept of a learning environment. » Discuss and put in context the various constructivist learning principles. > Create a technology-supported constructivist learning environment. D>WNTRODUCTION There are many ways where learning takes place. It is not only the learning style that defines the way people learn. During our younger days, we seem to connect learning to take place in a typical classroom within the confine of a school building. So children go to school in order to leam. In school, we meet our teachers and our classmates and have fun. And inside the classroom, children mostly learn from the teacher who serves as the main source of knowledge and information. Today, all of us are aware that this traditional picture of the teacher, the classroom, and the school is gradually, if not totally phasing out due to the emergence of learning paradigms and the influx of technology in the learning environment, Is the school or the classroom the only learning environment? How do we create an environment where the students are provided with varied learning opportunities to explore, discover and make meaning of the world? Lesson 13 introduces the concept of learning environment from the constructivist perspective of learning. It discusses the basic constructivist principles and the role of the teacher, and the technology in the Jearning environment. Definitions of learning Environment In this lesson we begin by understanding the concept of “learning environment”. When do we say that an environment is a learning environment? “Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.” The term also encompasses the culture of a school or class—its presiding ethosand characteristics, including how individuals interact with and treat one another—as well as the ways in which teachers may organize an educational setting to facilitate Jearning...’(The Leaming Environment, 2013). Designing and developing an effective learning environment is perhaps the greatest test of teachers’ creativity. When we talk about learning environment, the first thing that comes to our mind is the physical location or set up such as the classroom. Tn the above definition, learning environment is more than just its physical components. It involves teaching and learning goals, learners’ characteristics, activities that facilitate learning, assessment strategies and the culture in the learning environment (Bates, 2014). Figure 12 illustrates a learning environment from the teacher’s perspective. Figure 12. A learning environment from a teacher’s perspective (Bates, 2015) Source: “Teaching in the Digital Age” A.W. (Tony) Bates Figure 12 shows a teacher’s perspective of a learning environment. As illustrated the model, there are some components where the teacher may have little control, as the learner’s characteristics and the resources. However, there are other cor such as the choice of the content and learning support where the teacher may have control. Under cach major component are set of sub-components that should be into account, namely; content, learning activities, feedback, and use of technol assessment strategies and others where real decisions are to be made. Bates (2015) further added that it is also possible that a concept of a k environment maybe drawn from the different perspectives, but he opted to teacher’s perspective because after all, it is the teacher who takes the responsibility in creating an appropriate learning environment. In effect, the choice the importance of components in designing a learning environment depend consi on one’s personal beliefs and understanding of knowledge, learning and methods. Given this basic concept of a learning environment, let us now focus on the smcalled “constructivist learning environment” and the role of technology, The term constructivist is rooted from the theory of constructivism. In 1961, Jerome Bruner developed the theory of constructivism. His constructivist theory was influenced by the earlier theoretical research of Lev Vygotsky, and Jean Piaget. I am sure you have encountered these Prominent theorists in in education from your previous courses in teacher education Program. You have also seen a short video on constructivism in our previous lesson. Bruner’s constructivist framework supports the belief that learners construct new ideas and concepts based on their existing knowledge. He presented the idea that children could be active problem solvers and are capable of exploring more difficult subjects of instruction. Today constructivism is the latest catchword in the academic arena. It is not actually new as a learning principle, however, this is oftentimes misunderstood and seldom practiced in the classroom, In a nutshell, the theory of constructivism states that knowledge is constructed not transmitted, that the construction of knowledge is based on experience; that learning is a social dialogical process; and, therefore, through dialogues and conversation learning take place. Basic Constructivist Principles To create and develop a technology supported constructivist learning environment, we need to understand and consider the following constructivist learning principles (Hein, 1991). % Learning is an active process. It requires learners to be engaged in learning activities that will enable them to construct their own knowledge and understanding, % People learn to learn as they learn. The act of learning involves constructing meaning and constructing systems of meaning. Every meaning we construct enable us to give meaning to other related senses and perceptions that follow similar pattern. * Construction of meaning is cognitive. It takes place in the mind. While physical activities and hands-on experience may be necessary for learning, however, it may not be sufficient. Teachers need to design learning activities that will involve both the mind and the hands, This is what Dewey calls reflective activity. % Learning involves language. Research studies have emphasized the influence of language in learning particularly the role of talk in the classroom, Some people even talk to themselves while learning. % Learning is a social activity. Learning is highly associated with the degree of + connection and interaction we make with other human beings, our teachers, peers, and with our family and others. Through dialogues and conversations with others make us learn.% Learning is contextual. We do not learn isolated facts and theories but rather we learn in relationship to other things that we know, what we believe, our prejudices, and our fears. We cannot separate our learning from our lives. “ Knowledge is needed in order to learn. We cannot assimilate new knowledge without having some structure developed from previous knowledge to build on. So whatever we teach, must have a connection to the learner’s state, and provide a path into the subject for the learner based on his previous knowledge. Learning is not instantaneous. It takes time. In learning we usually recall ideas, reflect and try on them and eventually use them. And when we ponder on these cluster of thoughts and ideas, we are actually engaging in meaning making and, therefore, this takes time. “Motivation is a key component in learning. In any act of learning, motivation plays a crucial role. Teachers understand that the source of motivation may be intrinsic or extrinsic. Motivation here includes an understanding of ways in which the new knowledge may be used. Traditional Classroom vs Constructivist Classroom To have a better picture of a constructivist learning environment, Figure 13 shows a comparison between traditional and constructivist classrooms. Traditional Classroom Constructivist Classroom Curriculum begins with the parts of the Curriculum emphasizes big concepts, whole. Emphasizes basic skills. ‘beginning with the whole and expanding to include the parts. Strict adherence to fixed curriculum is Pursuit of student questions and interests is highly valued. valued, Materials are primarily textbooks and Materials include primary sources of workbooks. material and manipulative materials. Learning is based on repetition. Learning is interactive, building on what the student already knows. ‘Teachers disseminate information to | Teachers have a dialogue with students, students; students are recipients of helping students construct their own knowledge. knowledge. Teacher’s role is directive, rooted in oe role is interactive, rooted in authority. negotiation, Assessment is through testing, correct Assessment includes student works, answers. observations, and points of view, as well as tests. Process is as important as product Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing with our experiences. «| Students work primarily alone. [students work primarily in groups. Figure 13. Comparing Traditional Classroom and Constructivist Classroom Source: What is Constructivism? (n.d.). Retrieved from StudyLibFigure 12 shows significant differences in basic assumptions about knowledge, students, and learning, However, we have to bear in mind that constructivists acknowledge that students are constructing knowledge in traditional classrooms, too. The focus should really be on the students and not on the teacher. Technology in the constructivist learning environment The use of technology in the learning environment has been highly associated with the application of the constructivist leaming principles. Today’s instructional technologies have the features and capabilities to support learning. The emergence and the widespread use of social media and other online apps support the constructivist Principle that learning is a social activity. It involves interactions between and among learners, with teachers and others. Instructional technologies have a unique capabilities and features that can engage students in critical thinking and meaning making in the process of acquiring new knowledge and skills. The use of online instructional resources likewise supports. collaborative learning where the students can build a community of leamers. Each of these tools invites collaboration by structuring the kinds of contributions learners can make, supporting meaningful relationships among those contributions, and guiding students’ inquiries. In addition, sophisticated technology communication tools can capture the cognitive processes learners engage in when solving problems. The interactive and manipulative features of these communication tools provide learning opportunities for the students to explore and discover the world and its relationship to their subject of study. Teacher's Role in Constructivist Learning Environment Teachers who use information and communication technologies are more likely to have a constructivist perspective towards teaching and learning. Teachers in constructivist classrooms assume the following roles: ‘an expert learmer who can guide students into adopting cognitive strategies such as self-testing, articulating understanding, asking probing questions, and Teflection; an organizer of information around big ideas that engage the students’ interest, to assist students in developing new insights, and to connect them with their previous learning; designer of learner-centered learning activities that will encourage the students to ask their own questions, carry out their own experiments, make their own analogies, and come to their own conclusions; and a guide, a coach, and a mentor in the process of constructing knowledge.Directions: (Collaborative Learning Activity) ° ° + Create three (3) collaborative learning groups. Review all the key concepts discussed in this particular lesson on “Technology in the Constructivist Learning Environment”. Focus on the basic constructivist learning principles and how technology supports the constructivist approach in teaching and learning. Design a short PowerPoint presentation that will deliver key concepts about this particular lesson. Visualize each concept using images available in the Web. Avoid textual presentation. Keep it short and simple. Your chosen visuals should carry the message. Start this learning activity by preparing a storyboard. Below is an example of a storyboard. The storyboard is divided into two columns. Under the Text Column are all the text or words that will come out in your PowerPoint slide. And under the Visuals Column are the short descriptions of the visual or picture you will use in your PowerPoint presentation. Each box in the storyboard represents one PowerPoint slide and must convey one single concept. The storyboard should show the chronological arrangement and flow of ideas and concepts. Use your storyboard as a guide in designing your PowerPoint presentation. Make a maximum of ten (10) slides.Example of a Storyboard TEXT F Slide 1- Title Slide Write the title of your presentation here. Example : “Technology in the Constructivist Learning Environment” Presenter: Group 1 Slide 2 — Concept Presentation (Write the full text here but limit them to a maximum of 3 simple sentences.) Do the same with the rest of the slide boxes. VISUALS Describe the symbolic visual or picture that you plan to get from the Web or from other sources which you will use for slide 1-Title slide. Example: Look for a picture of children in the classroom working together to solve a problem. Or look [for a symbolic picture to convey the 21" century learning. Do the same with the rest of the concepts in each slide. Write only a brief description of the visual you plan to use. Remember: Do not put the actual image or Picture here just a brief description of your Slide 3 — Concept Presentation Slide 4 ~ Concept Presentation visual. Slide 5 — Concept Presentation Slide 6 — Concept Presentation Slide 7 — Concept Presentation Slide 8 — Concept Presentation a Slide 9 — Concept Presentation Slide 10 - Closing Slide THANK YOU The closing slide should not show any visual. Just a simple “Thank You” will do. Note: You can prepare the storyboard of your group in a separate paper following the format. No group is allowed to proceed in designing their PowerPoint presentation without completing their storyboard output. This is a performance-based assessment with two separate outputs, the storyboard and the PowerPoint presentation, Duration: One class Meeting+ SYNTHESIS: KEY THEMES AND CONCEPTS Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Learning environment likewise encompasses the culture of a school or class—its characteristics, including how individuals interact with and treat one another—as well as the ways in which teachers may organize an educational setting to facilitate learning. The theory of constructivism states that knowledge is constructed not transmitted, that the construction of knowledge is based on experience; that learning is a social dialogical process; and, therefore, through dialogues and conversation learning take place. Bruner’s constructivist framework supports the belief that learners construct new ideas and concepts based on their existing knowledge. The use of technology in the learning environment has been highly associated with the application of the constructivist learning principles. Instructional techndlogies have a unique capabilities and features that can engage students in critical thinking and meaning making in the constructivist learning environment. The use of online instructional resources likewise supports collaborative learning where the students can build a community of learners. The interactive and manipulative features of these communication tools provide learning opportunities for the students to explore and discover the world in the process of constructing new knowledge and skills. Teachers who use information and communication technologies are more likely to have a constructivist perspective towards teaching and learning. In a constructivist learning environment, teachers take the following roles: « an expert learner who can guide students into adopting cognitive strategies; « an organizer of information around big ideas that engage the students’ interest in developing new insights; « designers of leamer-centered learning strategies and approaches; and + Acguide and a coach in the process of constructing new knowledge. _