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Tag: social constructionism

  • Reframing Social Constructionism Through Purposeful Makerspaces

    USE-GADGETS-AVENTURES-IN-DESIGNSocial constructionism “relies on the centrality of language to mediate what people come to understand about their lived experiences” (Avermann, 2011, p. 205). Constructionist environments support “active learning” approaches in which learners are engaged in building their own public objects or artifacts. Active learning emphasizes cognitive processes occurring during the actual construction of the object. The public nature of the final object or artifact is also understood to be important (Beynon & Roe, 2004). The “maker movement emphasizes learning through direct experiences, hands-on projects, inventions, and is based on a constructionist learning theory even if members and advocates of the movement are unaware of the theory” (Stager, 2013). Papert (2000) advocates that Piaget’s belief of all learning takes place in discovery is accurate. However, Papert extends this idea to suggest that setting learners “to the task of re-empowering the ideas of being learned is also a step toward re-empowering the idea of learning by discovery” (p. 723). Papert (1999) underscores the importance of Piaget’s theory of constructivism and the nature of knowledge. Challengers of Piaget’s constructivism often refer to experiments demonstrating knowledge acquired by infants. However, Papert stresses “Piaget as a giant in the field of cognitive theory, the difference between what a baby brings and what the adult has is so immense that the new discoveries do not significantly reduce the gap but only increase the mystery” (Papert, 1999, p. 105). Papert’s Knowledge Machine” introduced the world to a new theory of learning, constructionism, which “synthesized revised insights into human development, systems theory (cybernetics) and how we think about learning (epistemology)” (Maser, 2013). Technology based modeling and methods of teaching with technologies deliver alternative methods to teaching, providing learners with choices that engage the learner in an improved learning experience (Burbaite, Stuikys, & Damasevicius, 2013). While at MIT, Papert developed Logo, designed to introduce children to programing and robotics as early as 4th grade. Children received instant feedback from a real and physical response to their creation using technology.  Papert envisioned robotics as being extremely influential to children at a young age. Learners perform higher when engaged in an activity that is meaningful to them, and robotics along with programing languages encourages curiosity and experimentation beyond the actual syntax (Pierce, 2013). Papert led many research projects to study the effects of constructionist theories with at risk populations and in high-risk environments. These projects attempted to build an alternative approach to the learning environment. Despite obstacles, students proved to be successful. Experiences from Papert’s work towards building a community of learning centered on constructionism continues to guide the future design of learning environments (Stager, 2013).

    Constructionists follow constructivist theory, believing that children through personal experiences construct and reconstruct knowledge. Both viewpoints endorse the objective to push learners to consider a variety of perspectives and viewpoints within the world. Doing so advances cognitive abilities of learners by provoking learners to consider and expand a deeper understanding about themselves within their environments. However, constructionism emphasizes active and situational learning in which connectedness with the environment is “key to learning” (Acerman, 2001).  Unlike constructivists, constructionists stress the importance of a learner to use their ideas to attempt to solve a real problem coming from a personal perspective, thus making the environment meaningful.  Papert stresses that active and situational experience provides idea power or being one with what you are doing. Constructionism is “powerful in its use, powerful in its connections, powerful in its roots and its fit with personal identify” (Papert, 2000). Noss and Clayston (2015) provide characteristics of constructionism agenda, which is beneficial toward beginning to address the many misunderstandings and issues presenting the framework of constructionism. Characteristics include “modeling, accessibility to digital technologies, layering problem solving activities, designing socially relevant learning, and “knowledge made visible by being represented in a language with which learners can express themselves” (Noss & Clayston, 2015, p 287).

    Makerspace environments can lend themselves to social constructionism following Noss & Clayston’s (2015) characteristics as learning can be designed to socially engage our youth through relevant problem solving activities or challenges. Products and the making process allow learners to socially share their perspectives using language and cultural experiences native to their background. These are the types of activities I have been designing. I have been working and traveling for the last week attempting to take ideas to a mobile makerspace outreach bus to expand research from my previous makerspace projects. .

    This new project seeks to build upon previous NASA MMS research conducted by me through past funding and research that incorporated NASA’s MMS Makerspace Mobile Training Outreach programs, NASA MMS STEAM camp programs, the NASA MMS Challenge, MMS Transmedia book, and MMS Educators Guide. Previous programs provided global professional development for the last four years at ISTE, SITE, Makerspace, ASCD, and TCEA. The mobile STEAM makerspace outreach program developed last year seeks to expand NASA’s MMS Challenge incorporated at NASA’s MMS Launch Event in March 2015 at the Kennedy Space Center, which would serve underrepresented indigenous populations in creative approaches to enhance elementary and middle school community STEM programs. A collaboration between NASA outreach programs, university, community museums, scientific foundations, and industry could assist in building an outreach program exploring in a comparative study general perceptions, confidence levels, and self-efficacy in STEM content areas and career pathways. Improvements in teacher professional development programs would increase the overall student STEM experience in lower and middle school programs.  End results would lead to a highly confident and skilled STEM elementary and middle school workforce, encouraging more students to consider entering a STEM career pathway.

    Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438.

    Avermann, D.  (2011). Some “Wonderings about literacy in teacher education.  In J.B. Cobb, & M. K. Kallus (Eds.), Historical, Theoretical, and Sociological Foundations of Reading in the United States (pp. 13-66). Boston, MA: Pearson.

    Beynon, M., & Roe, C. (2004). Computer support for constructionism in context. IEEE International Conference on Advanced Learning Technologies, 2004.

    Maser, M. (2013, 01 8). Papert led revolution in learning; visionary saw potential of students using computers to explore thte world and themselves. The Vancouver Sun

    Noss, R., & Clayson, J. (2015). Reconstructing Constructionism. Constructivist Foundations, 10(3), 285-288.

    Papert, S., & Harel, I. (1991). Situating constructionism. Constructionism, 36, 1-11.

    Papert, S. (1999). Papert on piaget. Número especial “The Century’s Greatest Minds,” Time, 29, 105.

    Papert, S. (2000). What’s the big idea? Toward a pedagogy of idea power. IBM Systems Journal, 39(3.4), 720–729. doi:10.1147/sj.393.0720

    Stager, G. S. (2013). Papert’s Prison Fab Lab : Implications for the maker movement and education design, 487–490.

     

     

  • What did you learn from your experience using social media and other open source tools?

    What did you learn from your experience using social media and other open source tools? Should they be used for teaching and learning? Tell the story of what you learned

    Social media has changed my approach to learning, both a student and as an educator. I can leverage social media to collaborate, research, publish, and extend learning beyond my local environment. Also, I am allowed to showcase a reflection to a wider audience and this motivates me to want to learn and share more. Self directed learning is empowering. The social element provided within social media environments allow for a more free flowing approach to communication (Taylor, King, & Nelson, 2012). The freedom of information via social media provides educational platforms to users and students across the world. This presents both advantages and disadvantages to learning.

    In a recent study, Fewkes & McCabe (2012) surveyed students and found that majority of participants, 73%, believed Facebook could be used as an educational tool,  citing benefits to include collaboration, homework assistance, productivity, and easier communication. However, only 27% of students surveyed had a teacher include Facebook in a learning activity. This to me signifies the largest issue facing schools. Teachers have had little training on how to integrate technology and social media into instructional activities. The learning curve is rapidly changing, Instructors need to not only learn how to utilize social media tools to advance their own personal learning, and they now must also leverage social media tools to facilitate a deeper learning experience. This requires strong professional development, time and support.

    It is important that a teacher be present online and involves students to become both producers and contributors within a social media environment. Ignoring social media doesn’t provide solutions and fails students. Teachers and schools must model 21st century skill sets to students. Educational programs should promote social media tools and demonstrate appropriate use to a wider community. How will students choose to utilize social media tools if they are not exposed to using tools to advance a quest for knowledge? Social media provides classrooms with an opportunity to increase cognitive presence, teacher presence, and social presence, providing a more meaningful learning experience.

    In 2010, I was a participating in a Twitter educational  chat when I began corresponding with other educators about integration practices. From this experience, I was provided a link to a program in which my life significantly changed. Due to a  Twitter PLN, I found myself two months later working on a curriculum packages with top ed tech and science teachers. Our product was shared with the world using a variety of tools via Twitter, Facebook, Skype, and Google+. A direct result of me participating in a self directed Twitter edtech chat, led me towards coauthoring curriculum and sharing experiences to the entire world. As a result, I decided to attempt to earn a PhD in Learning Technologies and cognitive systems. In addition, students in rural Texas received funding and recognition. Twitter has significantly changed the playing field. There is now a living conversation that continues on topics I am passionate about. I get to collaborate with like minded professionals about real world problems and we seek solutions. I have learned that I am not alone. There are many teachers eager to change the world and make a difference. Many instructional technologists feel alone and pioneers in the field often do find themselves struggling to meet demands. It is difficult to be in the trenches, but the reward of  learning outcomes shared within a social environment is worth is great.

    Hunter & Caraway (2014) illustrate the importance of participating in social networking, as tools are becoming a very popular place for 21st century youth to construct, articulate, and participate in their own reality. Young people are already involved in fundamental acts of teaching and learning and employ social media to do so. Hunter & Caraway (2014) conducted a study with 30 ELA ninth grade and 10th grade students in an urban area, using Twitter as a means to have students organize, facilitate, and disseminate topics related to literacy and literature. Students became more engaged, and participation increased. Students appreciated experiences and developed academic identities, which was previously missing.

    Hashtags provide students with a voice. I attempted to give students this ability in a rural town in Texas. I will never forget the day our Tweets landed a local DFW reporter in our classroom. We led a national campaign to help our rural community gain attention. Students developed a campaign and for 3 months began creating content, videos, and utilizing social media to save a local business. Students utilized the TwitterMapApp and we could see our message spreading over the world. Students became very engaged and began to care about learning. We could see visually see on Twitter and on the map the power of an idea and were able to view a movement take place. This was a powerful event in which I had the privilege of facilitating.

    I have learned that social media can be utilized to provide for a richer learning experience. It levels the playing field, provides students with the ability to construct new knowledge by giving students access to multiple perspectives. Reflections are very empowering, and it is important that K12 classrooms help students develop an academic identify online. I have learned that those who ignore this problem will find themselves still encountering issues associated with social media. Reimagning instructional approaches employing social media platforms are essential to producing a transformative 21st century learning environment.

    Be a participant, producer, reader, and contributor. Model appropriate learning and share experiences. Social media platforms serve to help push our students to become academic contributors.

    Hunter, J. D., & Caraway, H. J. (2014). Urban youth use twitter to transform learning and engagement. English Journal, 103(4), 76-82.

    Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning Tool or Distraction?. Journal Of Digital Learning In Teacher Education, 28(3), 92-98.

    Taylor, R., Dr, King, F., Dr, & Nelson, G., Dr. (2012). Student learning through social media. Journal of Sociological Research, 3(2), 29-35.