Constructionist and constructivist learning theories share a healthy relationship. They believe that knowledge is student-driven through their life experiences. Constructionists support the main idea of constructionism, “it emphasizes the particular constructions of external artifacts that are shared by learners” (Orey, 2010 p. 130). This outlook with these two learning theories works perfectly with student-centered teaching strategies, like problem-based and project-based learning. Adding the technology tools available (i.e., Microsoft Office 365, Google Suite of Apps, etc.) allows students to spend time on what is essential in the assignment instead of spending time collecting and sorting the information needed (Pitler, Hubbell, & Kuhn, 2012). Giving our students this invaluable tool helps create robust self-centered learning through empowering students to be active in their education, then creating a meaningful experience to foster a deep understanding of the material (ISTE, 2016). This relationship is shown strongly during project-based learning situations due to the collaborative nature, where students are working together sharing their experiences to gain a deep understanding of the intended learning objectives. B.J. Roopashree (2014) shows the importance of collaboration when he says, “learning in PBL a collaborative process aimed at stimulating students towards interactions that are intended to have a positive effect on learning” (p. 10).

 I currently use the constructivist-based instructional strategy during what I call ‘Burn the Crazies’, where the students have structured free time to explore various equipment. I feel this is using constructivist-based instruction because the students can figure out what activities are possible with equipment like hula hoops, jump ropes, and scooters. They are developing their knowledge of each piece of equipment based on their enjoyment during play. They are figuring out things like their enjoyment level or safety level, which can lead to them wanting to use that piece of equipment again. Unfortunately, in my current teaching situation, we do not have access to some of the technology tools that would help the students organize or develop questions to apply what they know and what is possible of the equipment they choose to play with (Pitler et al., 2012). If I had to resources or I was able to collaborate with classroom teachers, using Microsoft Excel would be a valuable tool in organizing the data. Excel being an interactive technology tool, the students can enter their data, organize, and received immediate feedback (Pitler et al., 2012).

I have gained valuable information from reading about constructionism and constructivist learning theories. Like the tools that I can use to foster great student-centered learning, is going to be easily integrated into my project-based learning experience. They would be able to use a tool like Microsoft Excel while working collaboratively to share ideas and feelings about specific activities they enjoy. They would be able to create and test hypotheses to which activities they feel will best to stay physically active the most. Once all the data was is inputted, they can interpret the data in various ways, like finding the activity they participated in the least to the most. Having that information will significantly help the students then finish their plan of increasing their fitness or activity level. The knowledge I gained during this time will help me develop an even more substantial student-centered learning experience of my students.

References

Pitler, H., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

International Society of Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016