Diana Squillace

ETEC 500

Reading Responses and Questions 

Reading Response:  Jonassen, D.H., Peck, K.L., & Wilson, B. G. (1999).  Learning With Technology: A Constructivist Perspective 

 

Preface and Chapter 1. 

Chapter 1 of  Learning With Technology: A Constructivist Perspective, addresses the philosophy of learning from a constructivist’s point of view.   While reading the chapter, several authors come to mind, such as Ron Hubbard who discussed in one of his books how the human brain is “a goal striving mechanism.”  I believe that we are goal driven which leads to curiosity, which in turn leads to learning.  As humans, we have developed higher order thinking skills (HOTS), and quite possibly, HOTS is a part of our original nature.  Also while reading the section on “knowledge-building communities” the book, Humankind by Peter Farb came to mind.  I’m very interested in the evolutionary processes of humankind and how we learn and how we have evolved as a result of it. We tend to share our knowledge with our community and build on other’s learning (cooperative learning), which brings to mind how the Americans develop a product, and then the Japanese take the product and build on it to develop an even better product.   

The constructivist’s angle on learning also addresses tools, which brings to mind our natural interest in not only using tools, but creating them.  The section on, “construction results from activity,” brings to mind how much easier it is to learn when physically in the process of learning.  Words alone limit the amount of learning that is entirely possible.

The statement “humans interact with their environment and manipulate the objects in that environment, observing the effects of their interventions and constructing their own interpretations of the phenomena and the results of the manipulation” brings me right back to ceramics classes, not very technical, however several elements of the constructivist are apparent in that environment.  Students begin by manipulating the clay into a pinch pot (not too impressive).  They soon learn coil forms, slab forms, the kick wheel, glazes, and the kiln.  In the meantime, the students are comparing their works, talking a lot and asking each other questions.  Critique is a huge part of the development and then of course, when the product is complete, and it’s time to remove the piece from the kiln, excitement rises when it’s time to observe the effects.

This chapter addresses some very deep and meaningful aspects of the human brain and how we function.  Even individual perspectives are addressed, bringing to mind the “egocentric predicaments” we are born with and then after being exposed to the world and the community, our perspectives change, based on many influences.  

1. Why are you pursuing a master’s degree in Instructional Technology? 

Over the past twelve years, I have worked in various facets of publishing, including: journalism, column writing, photography, and graphic design.  I worked mostly in the newspaper business.  I also worked as a creative writer for the marketing department of a large company in Nevada and operated a graphic design business of my own during the 1980’s.  Technology has always been a part of printing and pre-press procedures.  Over the years, I have been a by-

product of the evolutionary process of technology, simply because I was exposed to it so constantly.  What I have noticed over the years is, technology keeps moving forward while employees are not keeping up with the pace.  Large corporations are hiring consultants or hiring full time trainers to teach employees how to use computers.  I would like to utilize my masters degree in Instructional Technology to teach journalism at a college or university level and also develop a business in consulting.  My experience, by no means, makes me an expert in the field of technology.  There is a lot that I need to learn, and that’s why I’m here.

2.  What do you hope to learn from this class?

I hope to learn as much as I can.  I’m especially interested in learning to build web pages.  The newspapers in the future are projected to move completely to the Internet, in fact, The New York Times is the first to frontier the concept.  Now readers can subscribe to the entire publication with just a click of the mouse.  This is an exciting concept for me, especially after creating and publishing The Joshua Tree Times newspaper.  It was then that I realized the costs that go into publishing, and I was also faced with the constant taxing of our natural resources, which is quite unnerving if one cares about the environment.

3.  How can you access the Internet outside of class?

Presently, while I decide which computer I wish to purchase, I’m logging on almost daily at Cal State San Bernardino Palm Desert Campus Resource Center.  I was using Macintosh for a number of years, and for the past two years I’ve been using Gateway and Dell.  I’ve grown to like these two computers, so I’ve decided to switch to PC.  In the next two weeks or so, I will have a new computer at home and I will work on my studies both at home and at the resource center.

Chapter 2

The beginning of Chapter 2, Learning With Technology: A Constructivist Perspective struck me as an informative review of the Internet, which is helpful to those who don’t utilize the Internet often.  However, as the chapter develops, it moves into more interesting educational uses of the Internet, for example, the third grade science project, “Following Butterflies,” illustrated how students become actively involved in meaningful learning.  The collaborative effort with other students and teachers over the Internet made for a lot of critical thinking on the students’ part.  Also there was a lot of extra pride put into the final project, possibly because it could be viewed for anyone throughout the world.

Young students of today’s time are far more advanced than what those of us who are in our late 40’s and 50’s were at their ages.  I recall a lot of rote memory, strict teachers and dazing off while fidgeting in my seat.  Today students are having fun while they learn with opportunities of “open ended” discoveries.  Wow!  Today’s students are learning reading, writing, arithmetic, history, science and more while perfecting their skills and creativity.  We would have looked at today’s average student as prodigies in our day.  They’re creating web pages, computer games and collecting knowledge from all parts of the world.  Education has come a long way.

I especially enjoyed reading about “The Pigman.”  What a terrific way to encourage creative writing and perfecting grammar skills.  Publishing one’s work for the entire world to see over the Internet would certainly cause students to take pride in their work.  In the “old school house” students only had to perform for one person, the teacher.  As a result, they didn’t have to invest as much pride into their efforts.           

Email mentoring!  As we used to say in the 70’s “out of sight!”  Now young people can grasp their possibilities and dreams at young ages.  Instead of thinking “This is what I’m going to be when I grow up,” with mentors in the field of their dreams, they can now believe, “this is what I’m becoming.”

“Technology rich learning environments” put old teaching styles to shame.  Children naturally learn while they play.  People have noted that for many years.  I also see social aspects that are a plus in these environments, including the encouragement of socializing and also diversity while valuing voices from many walks of life. 

Chapter 3

Recalling back to the fifth and sixth grades, I remember the introduction of televised education.  Not meant to act as a babysitter, the lessons were designed to be interactive.  Learning Spanish could have been fun because the telecast included pauses for the teachers and students to use the language.  However, this is where teachers role to “prompt, encourage and provide feedback” should have come into play. Unfortunately the teacher was harsh and unkind and there were up to 80 students in the class.  The fear of being chastised publicly caused many of us to pretend we were invisible, which took some concentration.  I don’t think that many of us learned much Spanish as a result. 

Developing videos could be very fun and a terrific learning experience, especially if all of the team members had specific roles.  The chapter notes that only one person can use the camera at a time, so I think it would be important that each team member have the opportunity to use the camera to get a technical feel.  The software used to edit videos sounds like a lot of fun.  Just the act of cutting and adding special effects would require higher order thinking skills (HOTS).

Creating macro-context and stories while “problem solving with real world problems,” makes for a higher order of meaning making when it comes to learning.  Giving students “ownership” of their projects makes them more accountable for the results.  Creating press conferences, video shows and video documentaries are creative and require planning, research, editing and everything it takes to publish product.  An example that I once experienced as a journalist was the Black Mountain Elementary School’s live newscast, produced, edited, directed and anchored by students was viewed by all of the classrooms via closed circuit television.  This was a daily event, which began with the Pledge of Allegiance to the Flag, moving on to school news, and ending with a game or riddle for students to solve.  The teacher was present for guidance.  I was in a state of awe…  In my eyes, these kids were true prodigies. 

Chapter 5. 

Learning With Technology: A Constructivist Perspective continues to lead my mind back to the theories regarding the evolution of humankind.  I just happened to view the documentary “The New Eve” on Discovery channel, just after reading chapter 5.  Certain parts of the documentary related to learning communities and human’s unique ability to adapt to new environments, improve tools and survival techniques while sharing and comparing ideas within their communities.  As noted in the text by Jean Lave, “Learning results naturally from becoming a participating member of a community of practice.” (p.117)

The traditional learning environment (in America) encourages independent learning and competition.  From personal experience, most of what we (of the older generation) learned in this kind of learning environment has proven unsuccessful in many cases as some students advance while others fall behind.  In tern, this learning environment follows suit in the “real world.”  Competition among corporate team members can actually cause business to fall short of its true potential.  The constructivist approach to “knowledge-building communities” encourages human’s natural tendency to achieve goals through shared knowledge.  However, I also find it important to exercise individualism.  At times, group thought can be dangerous and can cloud one’s ability to acknowledge ones own talents and significance, as well as self-reliance.  Another area of the text that troubles me is the discipline of memorization is discouraged.  I believe that a certain amount of memorization is necessary and useful, however, not necessary for the entire learning experience.

The Internet enhances human connection as well as opportunities to share thoughts and ideas.  Even though it lacks in the benefits of face-to-face communication, it can in itself reduce judgment and in turn, encourage diversity.  Through the many venues available via Internet, including email, chats, electronic blackboards and computer supported intentional learning environments, students have many opportunities to share and collaborate.  Students do need to practice thinking and reasoning and lectures don’t always allow for collaboration and today, so many learning environments are available through technology.  

The Buddy Project not only encourages learning but also encourages better communication and cooperative learning among family members.  My question regarding this is, “How does this fit into the lives of lower income families and families with single parents with limited time and money?”

Global Schoolhouse and Kindlink…how fun!  What a great way for youngsters to identify with others.  I can see where these programs can lead to an appreciation of diversity as well as to develop large learning communities.

Going back to individualism and self-reliance, I cringe at the word “membership.”  A collaborative learning community may be a euphemism of the same thing, but somehow it’s easier for me to swallow.   

Chapter 5 was thought provoking bringing to the forefront the importance of learning communities and how these environments encourage the positive aspects of teamwork. 

There are some areas of this chapter that even struck a nerve every so often, but for the most part, this chapter is extremely insightful.

Ch. 6

Chapter 6 of Learning With Technology: A Constructivist Perspective reminds me that I was born a generation too early.  The Mindtools mentioned in this chapter would have made my learning experience far more interesting.  I remember many long and drab lectures with many drab diagrams, and the only thing that woke me up was squeaking sound of chalk against the chalkboard or possibly the teacher calling my name a few times. 

An interesting point brought out in this chapter was that whether one pursues the career as a chef, a doctor or an artist, the pursuer does not learn the trade from the tools provided, but with the tools. What a simple yet profound acknowledgement.  Mindtools, specifically computer mind tools allow the student to analyze and build on what they already know.   

I’ve spent the past 15 years as a professional writer and my bachelor’s degree is in liberal studies with a concentration in English Literature, so naturally as one might expect, analyzing stories by using database was particularly interesting for me.  Case Based Reasoning (CBR) is a formalism with a purpose of storing memory through stories.  I can relate to that concept.  Plus, people tend to validate themselves by comparing their own stories to others. 

Inspiration is an excellent example of a mind tool.  I particularly like it for the purposes of brainstorming and organizing thoughts and concepts.  The text refers to this as “meaning making through semantic networking.”  This program is an exceptional tool because it’s easy to use, and it includes graphics, colors, bubbles and also translates into an outline.    

Visualization tools help learners to understand subject matter.  The text offers several examples including Climate Watcher, MacSparta Moleculer Visualization Tool and Micro Worlds.  These are three examples of turning what I would have considered drab subjects into a more interesting learning experience.  The reason why these programs would have improved my learning experience is because certain visuals instantly bore me, such as diagrams, charts and in life situations, uniforms like fatigues and football jerseys.  Yet, when I can manipulate a tool and see colorful as well as professional results, I take an interest. In other words, I personally learn by seeing and doing, and if what I’m seeing is represented in an uninteresting way, and if I can’t physically involve myself in the process, my mind immediately drifts off.

One last comment…The Stella tool is great!  What an interesting program for building models to define dynamic relationships.  It not only appears entertaining, but what a terrific tool to demonstrate visually how our brain maps out complex ideas.   Even more linear thinkers (my husband) would see just how complex each thought and task really is.