---David Thornburg
Bruner (1991) claims that �learning is an active process, during which learners construct new ideas based on their current understanding and perspectives. They do this by selecting, then transforming information by organization, elaboration, scaffolding, and other cognitive strategies.� Students must be ready to learn the materials, the materials must build upon prior learning, and instruction should extend the instruction materials.
The method of education is being transformed from having instruction being done to students (passive), toward having students becoming involved learners (active). In this way, education becomes interactive. This procedure satisfies the need for verbal, written, and research type skills that support further individual growth, within and outside of the academic establishments. No longer the �sage on the stage,� teachers are encouraged to integrate the tools needed by students to participate within the marketplace demands of business and industry. Each student should feel confident in approaching any new job beyond the basic academic curricular courses. It is incumbent upon education to provide technology literacy, typing skills, and instill a willingness to learn new procedural tasks. Teamwork and collaboration are skills that can be cultivated. Education can be seen as the vehicle to make possible independent and productive adult living, while corporate/governmental training is needed for occupation indoctrination.
New technologies require new teaching aptitude. In The Impact of Computer-Based Secondary Education, T. Hendon Blaylock states, �The Internet has �won� the technology struggle for primacy in education. It is displacing textbooks, CD ROMs and other packaged learning content because it supports interactive communication and the collaborative, and constructivist approach to learning that has become the dominant transfer of knowledge theory� (Blylock, 2005). Yet it is not enough to know how to use the technology to effectively teach. It is imperative that teachers use �all the tools at their disposal for the learning benefit of students� (Pierson, 2001). Further, Pierson states that �exemplary teaching is the application of more student-centered learning, viewing computes in terms of function rather than application, and using more complex project-based activities in classrooms.�
Finally, technology literacy is �the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century� (SETA, 2003). The new literacy intimates that three domains of scholarship exist: the ability to read and write text, comprehend and interpret images, and decipher numbers, charts, graphs, and diagrams. The American Association of School Librarians (1998) determines student literacy as one who accesses, evaluates, and uses information with efficiency, effectiveness, completely, accurately, and creatively. Above all, the information is viewed critically and judged for its relevance toward the outcome. Teaching students how to evaluate information on the web is critical. Since the web does not self-monitor the quality or correctness of information, it is important that students become savvy consumers of data.
When assigned the task of creating my own web site, (http://www.geocities.com/fambios/nspencer.html) I envisioned a companion site for my students� research project. Although my task was novel, their assignment had been replicated with previous sixth grade students using alternative curriculums. In the past my classes have explored a variety of cultures relating to ancient man, Greek, Roman, and Israeli history. This means having a webmaster for each class, with the GATE students serving as assistants to the webmaster, and in turn the students learn to work with the Geocities program through peer editors and instructors. Creating a web page was new for nearly all this year�s students and the writing task was difficult. This year our research was about the great moments of famous people; students wrote autobiographical experiences as if they were the chosen person during the moment that impacted the celebrity most. The process required research both on and off the computer, synthesis of the information, with analysis as to the �moment in time� that most greatly affected the famous personage. The greatest difficulty came in abstract reasoning, where the student had to place themselves into the famous person�s place for traits mentioned on the rubric: time, place, dialogue, other participants, and thoughts or emotions of the person.
The light bulb moment for me was when, for the sake of this class, I listened to student dialogue regarding the project and its process. Even with a very difficult composition task, there were no complaints. All students were eager to investigate their famous person, create a story that defined that person, and then to publish it in collaboration with their peers. �This is cool.� �I didn�t know I could do this for free.� �How do I show my mom this site?� These were typical comments. Additionally, the editing was done together and as teams to �create a realistic story.� Where punctuation previously was seen as a tedious task, it was now a matter of pride and clarity of writing to master. The top students reached greater levels of performance and the students who struggle with writing and publisher were successful in grade and in completion of the assignment. Our last step is the unveiling of our website to the school with time for my classes to admire their own work.
Upon reflection, students benefited from constructivist learning because knowledge cannot be transmitted; it must be constructed from observing, integrating, and making meaning from new curriculum. Constructivist learning required that students be engaged in meaningful activities whereby asking them to be responsible for their own education. They formulated problems and conducted research alone or in small groups. Activities were authentic, mimicked real life applications, and had a presentation component. Most students thought of constructivist learning as fun and exciting because it was creative and interactive. Using this instructional methodology, along with the integration of technology, can be as invigorating for the teacher as it is for the student.
All Rights Reserved.
Last revised June 10, 2006