Web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypothesis, often in virtual situations that would be impossible or financially unfeasible in real life (Pitler, Hubbell, Kuhn, and Malenoski, 2007). All of these aspects are key components of the constructionist learning theroy. Web resources and gaming software is an area I use all the time in my classroom. One of my students favorite math gaming sites this past year was www.arcademicskillbuilders.com. This gives students to practice different math concepts in a game format. Www.Hoodamath.com is another place that I used, but as time has past this source has added more and more games that I question their math content. Anytime I can bring games into my lessons students get very excited. A lot of times they do not even realize they are doing math, they just want to complete the challenge at hand.
In math, I can certainly see myself using spreadsheet software and data collection tools. This is an area that I have not transitioned to a technology format yet. I am excited to try some of the resources mentioned in the text this week. I also am interested to hear about any successful resources others have used in their classrooms for spreadsheets and data keeping.
I truly believe the constructivist/constructionist learning theory needs to be present in modern day classrooms. With the use of this theory and technology, students can get hands on learning experiences that are meaningful and engaging. Hopefully through this process students will then truly learn the material and use in their lives.
References:
Laureate
Education, Inc. (Producer). (2010). Constructionist
& Constructivism Theory
[Video Webcast]. Retrieved from http://www.courseurl.com
Pitler,
H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using
Technology with Classroom Instruction that Works. Alexandria, VA:
ASCD
Thank you Eric!
ReplyDeleteI have bookmarked http://academicskillbuilders.com
I agree that students learn from playing games. They are more engaged and the immediate feedback is conducive to learning. Initially, I viewed reinforcement games as supporting the behaviorist learning theory because the games usually give positive or negative feedback (well done or try again); I now see games support the constructivist learning theory as well. As students play games, they are making sense of the skill(s) in a medium that is of interest to them – therefore learning from their experiences and making sense of the world around them (Orey, 2001). For some, games are so engaging that their experiences are added to their episodic memory and possibly retrieved later…this is learning (Laureate Education Inc., 2008)! I think it is important that teachers keep open minds and provide some opportunities to play educational games.
Thanks again!
Janelle Warren
References:
Laureate Education, Inc. (Producer). (2008). Constructivist and Constructionist Theories. [Video webcast]. Retrieved from http://www.courseurl.com
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Constructionism, Learning by Design, and Project-Based Learning.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Eric and Janelle, both of you bring up great points! Janelle, I agree with your comment about initially thinking of games as behaviorist teaching, but seeing that it can relate to other theories as well. I like the point about some game experiences being added to their episodic memory. Eric, I think it's great that you use games in your teaching of math-it helps math to stay fun and students to be engaged, which is incredibly important.
ReplyDeleteEric,
ReplyDeleteI feel that spreadsheets are terribly under-utilized in the math classroom today. The ability to quickly notice trends in a set of data and manipulate those trends is vital to understanding many of the more abstract concepts in math. In order to make this a reality for most students, you would have to set up the spreadsheet ahead of time and lock many of the cells so that students can only manipulate the data cells and not the formatting that you have spent so much time working on. I have done this many times with my students in physics and have constructed these for our math teacher and the students are not only grateful for the visual representation, but show improved understanding on assessments.