Constructivist Learning Theory

In this week's resources for my masters class, we were provided with resources to help us incorporate constructivist learning theories into our classrooms. Many of the resources from the previous week apply to the constructivist theory as well, making both theories work well together.
Starting with last weeks’ resources, making a cognitive map fits nicely into the constructivist learning theory because the students are provided with resources by the teacher, and they construct, or create something from this new learning, which they can then share with others. The concept map is one general means through which teachers can start students on the journey of creating a larger, more real-world applicable project which exemplifies the learning which is being created in the classroom.
In all honesty, I found that any form of technology available in schools could be used to incorporate the constructivist learning theory into the classroom. Students could use Power Point or KeyNote to create presentations for their peers, or adults in the community to share their learning, or propose how to fix a problem (Pitler, 2007). Word processing programs, or spreadsheets could be incorporated into a presentation to help students present their ideas (Pitler, 2007). A website or blog could be an effective means for students to post their ideas and receive feedback, with the ability to limit the audience to the approved group, or simply to track the progress students make. One study found that blogs were an effective means of communicating with people outside the school environment to improve upon an ongoing class project, as well as academic motivation (Drexler, Dawson, Ferdig, 2007).
Taking all of these resources into consideration, I think that the possibilities of using the constructivist learning theory and linking it with technology are only limited by the imagination of the teacher. The key to all of the projects is the teacher understanding what she really wants the students to learn, and incorporating as real-world projects as she is able into her classroom which link the students to the learning (Orey, 2001). The constructivist teachers’ job is never done when it comes to creating real-world applications from classroom learnings.


Resources
Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop
elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.