When I consider the concept of “knowledge,” I can’t help but to think of my students and the knowledge that I hope they build in my English class. No matter what my goals for them might be, they build that knowledge based on their past experiences and the learning experiences that I create for them in my class. The knowledge that they build may not always be the knowledge that I intended them to build. Ultimately my goals are quite general – I want them to grow as readers, writers, and learners. Do I always do a good job of creating a learning environment that helps them build knowledge in context so that they can do this? Now that I’ve been thinking about this in some depth this semester, my answer has to be not really. Take the vocabulary unit that I am currently working on with my students. My school uses a certain vocabulary series that does anything but put the new words in context for our students. What I have done in my class this year is provide opportunities for students to use the words in context — they have written stories, they have participated in online discussions, they have read newspapers and magazines to find the words in “real life.” If I don’t provide these kinds of activities for my students, all they are doing is memorizing definitions and replicating that task on a quiz. I’m also very unhappy with the kinds of vocabulary quizzes I – and other English teachers - have traditionally given to students. I need to find a way to make assessments less objective and more relevant. Technology has been indispensible (one of this week’s vocabulary words!) to me as I’ve tried to guide my students in building knowledge in a more authentic way.
Considering the role that technology can play in the application of constructivism in instructional design, I think that it plays an essential role, if it is used wisely. As Jonassen points out, traditionally technology has been and is being used to disseminate knowledge. If my goal is to provide context for my students as they learn, I should be using technology differently, and I should be looking for resources that set the context. As much as I would like to be the sole instructional designer for my students, as Dick and Carey suggest my primary role should be, I can’t always do that. If I did, I would not have enough time to actually instruct my students, which I view as just as important as being an instructional designer. Technology can help with this, though. I don’t always need to reinvent the wheel — there are resources out there that I can access through technology, that I can create with technology, and that I can implement with technology in order to create a constructivist classroom.
On a side note, after attending the AIMS conference on Monday, during which I led a session on using Tablets and SmartBoards with two teachers from other schools, I realize that education in general has taken only a few baby steps toward utilizing technology in a constructivist manner. The other two presenters in my workshop used the SmartBoard as a projection screen and the tablet as a chalkboard. Half of the participants had walked out before I was able to present my presentation, which, by the way, focused on transitioning from using the tablet as a teaching tool to using it as a learning tool. However, the very fact that so many people left the presentation shows me that teachers are looking for something bigger and better to be done with technology, and they really need guidance from other teachers who are doing these things in their classrooms. I wish there was an easy way for these teachers to learn about creating a constructivist classroom.
“If my goal is to provide context for my students as they learn, I should be using technology differently, and I should be looking for resources that set the context.” Amy–can we make your statement into a T-shirt?? I would wear it. We need to come up with a way to change minds about instruction….and, it sounds like you are on the right track to making this happening. I would love to see your presentation and I am sorry that your colleagues walked out prior to hearing what would have been very useful information!