Reflective synopses
Assessment task 2
‘The purpose of education systems is to prepare young people in appropriate ways for the challenges and responsibilities they will face throughout their lives’ (Bentley, 1998).
Social constructivism focuses on the learner’s construction of knowledge in a social context, with the individual making personal meaning from socially shared perceptions (McInerney & McInerney, 2006, p. 4). Technology can be used to support and enhance social approaches to learning and teaching. However, if these emerging educational technologies are to be used effectively they should not be segregated from the teaching and learning that they are to support. This paper will look at social constructivism and educational technology as it applies to adolescent students today in a secondary schooling mathematics environment.
McInerney and McInerney (2006, p. 3) claim that social constructivism focuses on the ‘growth of ‘public’ subject matter of individuals in social domains, and in particular in relationship to families, peer groups and schools, which orient children to interpret and make sense of their world of experiences.’ This approach to learning and teaching focuses on the idea that students learn best by collaboration, as collaboration among students requires a deeper connection between group members. Snowman,Dobozy, Scevak, Bryer, Bartlett and Biehler (2009, p 417) argue that proponents of this learning theory believe that cooperative learning is successful because it raises the motivation levels of students, promotes cognitive growth and encourages meaningful knowledge production. Advances in technology can broaden social constructivist approaches to learning.
Regardless of which curriculum area, the learning manager’s designer toolbox contains an ever changing and increasing number of theoretical applications and physical possibilities. With intelligent application of learning theory strategies and technology, the modern designer will find solutions to the learning requirements of the 21st century (Mergel, 1998). Furthermore, Lever-Duffy, McDonald and Mizell, (2005, p.23) maintain that, ‘there is a place for each theory within the practice of instructional design, depending upon the situation and environment... [and] teaching, learning, and technology should work together to achieve the ultimate goal of effective knowledge transfer.’
The author particularly likes Mergel’s (1998) metaphorical quote that the learning manager should
‘provide the learner with an "anchor" before they set sail on the open seas of knowledge. A basic understanding of the material in question provides the learner with a guiding compass for further travel.’
The learning manager must first determine the circumstances surrounding the learning situation and then decide which approach to learning is most appropriate to facilitate the intended learning outcomes. The teaching strategies that are selected will then determine the appropriate types of technological tools necessary to carry them out.
Prensky (2001) contends that ‘today’s students have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.’
Furthermore, as Bentley (1998: 38) claims, ‘society is changing [and] so should the way in which we introduce young people to it.’ Mathematics education is hardly an exception. Smith (n.d.) states that ‘mathematical knowledge and skill are important elements in the social capital required for participation in the emergent ‘knowledge economy’. Such knowledge and skill has to be transferable and applicable while remaining, nevertheless, mathematical.’ Prensky (2001) argues that ‘the debate should no longer be about whether to use calculators and computers – they are a part of the “Digital Natives” world – but rather how to use them to instil the things that are useful to have internalized, from key skills and concepts to the multiplication tables.’ Prensky (2005) also contends that ‘kids will master systems ten times more complex than algebra, understand systems ten times more complex than the simple economics we require of them, and read far above their grade level—when the goals are worth it to them.’
However, findings (Thrupp, 2010; Margaryan & Littlejohn, 2008) contend that many young students are far from being the stereotypical, globally connected, socially networked, technologically-fluent, “Digital Native” who has little patience for passive and linear forms of learning. Thrupp’s (2010) challenges the assumption that ‘all children engage with ICT.’ Thrupp (2010) also argues that ‘the range of identities of learners is not a one-size-fits all’ and that ‘the diversity of learners in the classroom is increased by ICT use in social groups.’ Margaryan & Littlejohn (2008) support these findings and stress that ‘educators cannot presume that all young students are “digital natives” who understand how to use technology to support and enhance their learning.’
Educational technology can include any resource and any process that facilitates learning (Lever-Duffy et al., 2005). Exploration and assessment of the eLearning tools; Wikispaces, Images, PowerPoint Presentations, and Interactive Learning Objects were undertaken for this paper. Markless and Streatfields’ (n.d.) ‘Information Literacy Framework’: connecting with information, interacting with information, and making use of information, was adopted for the analysis of the functionality, scope and application to a mathematics teaching context of these four e-learning technologies.
A wiki is a website that allows the creation and editing of any number of interlinked web pages via a web browser; wikis are typically powered by wiki software [such as Wikispaces] and support collaborative interaction by multiple users (Wikipedia, 2011). Because the technology of wikis is so simple and user-friendly, wikis have immense potential in the classroom as a collaborative tool that supports the social constructivist theory. Wikispace can also be used for personal note-taking. A SWOT analysis of the learning potential of a Wiki can be accessed on the author’s blog. For instance, wikis can be used for collaborative activities such as Web-writing or problem-solving, for information sources or case libraries, for submission of student assignments, for project spaces, and for global community building activities (Ferris, 2006). Wikis can be used to help students think about how information is organized; information in a wiki can be structured as a web of small chunks of text, with linking and hypertext functions (Ferris, 2006). Images, YouTube clips, photos, tables and graphs and much more can be inserted. Indexing (pages) allows for easy organisation and navigation. In the classroom a teacher might: create a FAQ page, or a student hub, or a scrapbook for sharing information; save links, documents, and quotes related to units; celebrate achievements; collect data and organise ideas (Smart Teaching.org, 2008). However, Fasso (2011) warns that ‘the learning designer must consider carefully the nature of the learning that is to occur in the wiki and scaffold it accordingly.’
Few educators would deny the necessity and effectiveness of visuals in teaching and learning. Lever-Duffy et al. (2005) found that, ‘children acquire visual literacy throughout their educational experiences.’ Thibault, M. & Walbert, D. (2003, p. 294) defines “visual literacy” as ‘the ability to see, to understand, and ultimately to think, create, and communicate graphically. The visually literate viewer looks at an image carefully, critically, and with an eye for the intentions of the image’s creator. Those skills can be applied equally to any type of image: photographs, paintings and drawings, graphic art, films, maps, and various kinds of charts and graphs.’ In the classroom a teacher might scaffold visual literacy using the ‘See Think Wonder’ routine. This routine encourages students to make careful observations and thoughtful interpretations of images; it helps stimulate curiosity and sets the stage for inquiry (Visible Thinking, n.d.). Research (Snowman et al., 2009) has consistently shown that directing students to generate visual images as they read lists of words or sentences, several paragraphs of text, or lengthy text passages produces higher levels of comprehension and recall. Snowman et al. (2009, p. 272) recommend that teachers should help students develop learning skills that incorporate visual imagery.
Power Point Presentations with the inclusion of the multimedia elements of text, sound, graphics, animation, special effects, hyperlinks, and audio and video clips is an important and effective teaching and learning tool (Fasso, 2011). Leaver-Duffy et al. (2005) claim that ‘whether for teacher-led presentations or student-led class reports, presentation software can help to organize and enhance the delivery of content. Online Technology Learning Centre (2002) further supports this and suggests that the use of PowerPoint presentations can ‘enhance the effectiveness of classroom instruction in many ways in every subject area.’ The greatest advantage of using PowerPoint for classroom lessons is that you can modify them and use them over and over again, each time you teach those lessons. Microsoft has taken the PowerPoint presentation tool one step further and made it interactive; Mouse Mischief allows teachers to create interactive classroom lessons.
Fasso (2011) reveals ‘a growing supply of readily available Learning Objects online.’ Interactive learning objects can offer students the opportunity to learn new content or provide additional practice to reinforce concepts already presented. Tutorial software presents and practices new concepts in a format that maintains learners’ interest throughout the process; drill-and-practice software lets learners practice and review concepts as often and as long as they need in order to gain mastery; educational games present content in colourful and engaging formats; simulations allow students to virtually manipulate models and situations safely in the classroom; and special needs hardware and software assist physically challenged and special needs students to complete their academic tasks (Lever-Duffy et al., 2005). Students can use interactive learning objects, such as Gismos to participate in problem-solving, critical thinking, and creative experiences not otherwise available to them.
With any resource that is used in the learning environment, professional judgement must be used in determining the appropriateness of the resource and ensuring that the resource is used within the ethical and legal parameters of the profession.
In summary, ICTs can be used to transform, facilitate, support and enhance learning regardless of context. As with all technology tools, it is not the tool itself that enhances teaching and learning, it is how the tool is used by the creative professional educator who is wielding it (Lever-Duffy, McDonald and Mizell, 2005). Gardner (as cited in Smith, n.d.) claims that ICTs need ‘to be explored as ways of creating ‘generative topics’ designed for understanding.’ Technology can change the modality, pace and sequence of mathematics teaching. The challenge for school mathematics education is to provide school leavers with the ability to use mathematics-based tools without requiring that they prepare for mathematics-based careers (Smith, n.d.).
Appendix
Relevant and linked online addresses:
http://elearning2011style.wikispaces.com/New+eLearning+with+wiki http://elearning2011style.wikispaces.com/England.
References
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Ferris, S.P. & Wilder, H. (2006). Uses and Potentials of Wikis in the Classroom. Retrieved 11 August 2011 from
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Markless, S. & Streatfield, D. (n.d.). Three decades of information literacy: redefining the parameters. Retrieved 28 August 2011 from http://www.informat.org/pdfs/Streatfield-Markless.pdf
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Smith, R. (n.d.). Policy, Labour Markets and School ‘Pathways’: school mathematics and social justice. Retrieved 28 August 2011 from http://nonio.fc.ul.pt/mes2/smith.pdf
Snowman, J., Dabozy, E., Scevak, J., Bryer, F. & Barlett, B. (2009). Psychology applied to teaching. Milton, QLD: Wiley & Sons Australia.
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