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Constructivism

Constructivism
Jean Piaget: founder of Constructivism In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however. He saw play as an important and necessary part of the student's cognitive development and provided scientific evidence for his views. Today, constructivist theories are influential throughout much of the non-formal learning sector. One good example of constructivist learning in a non-formal setting is the Investigate Centre at The Natural History Museum, London. For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology. Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. It is important to note that constructivism is not a particular pedagogy.

Constructionism Seymour Papert Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing is a meaningful product.".[2] As Papert and Idit Harel say at the start of Situating Constructionism, "It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as 'learning-by-making'. Here is one type of theory that constructivist learning theory can be applied in a classroom setting. 1. 2. 3. 4. 5. Jump up ^ Cakir, M. (2008).

Teachers Moments of Service Lesson Plans Themed teaching resources to support calendar events. Includes lesson plans, toolkits, project ideas, and more. Toolkits Guides designed for service coaches to support teachers and volunteers with resources, ideas, tips, and stories. Webinars Monthly webinars designed to support leaders of youth in service. Project of the Month Each month, we post a new, simple and innovative service project for youth to do by themselves or with their family, school, or club. 10 Sources for Free Online Music Courses See our list of the top free online music courses. Learn about what courses are available and what topics they cover to find the course that is right for you. Online Music Courses for Credit While free online music classes are available that don't require registration or tuition, these classes also don't provide a path to college credit. Students who would rather find courses that can lead to college credit might consider options that charge a nominal fee to access online lessons. These types of courses (fee-based) help students prepare to earn alternative forms of college credit. Education Portal offers this form of online learning to registered members who have access to short and engaging video lessons and self-assessment quizzes. Elements of Music - Find out how to read notes on the treble and bass clef staff, identify sharp and flat notes and differentiate between the various types of scales. Free Online Non-Credited Music Courses Annenberg Learner Exploring the World of Music

Connectivism Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images.

What Does "Technology Integration" Mean? One reason why I love blogging is the chance to get a variety of responses to my ideas and thoughts. A reader of my last post commented: "This article describes how to help children learn to use an unfamiliar computer program. Is that what 'integrating technology' means?" This got me thinking: what do we really mean when we talk about "technology integration?" However, how do we get to that point? Therefore, technology integration may not look the way we want it to until our students move beyond familiarity with tools and into being able to choose the correct tool for the job. I see various levels of integration, with the ultimate goal being seamless integration. This table is by no means perfect, but is a starting point to think about how technology integration looks in your own classroom. To get to "seamless," you must ask yourself: What skills are applied to nearly all tools? Of course, you often do not have a choice about how integrated our classrooms are due to lack of availability.

Educational Technology Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.[1][2] Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Educational technology and e-learning can occur in or out of the classroom. Definition[edit] Scope[edit] Related terms[edit] Early 19th century abacus used in a Danish elementary school. Educational technology is an inclusive term for the tools that technologically or electronically support learning and teaching. Every one of these numerous terms has had its advocates, who point up particular potential distinctions. Theory[edit]

Definitions of Bloom's Taxonomy Activities at Various Cognitive Levels of Learning (LoL) Bloom’s taxonomy of learning objectives is used to define how well a skill or competency is learned or mastered. A fuller description of Bloom’s taxonomy is given in the following pages but a brief summary of the activities associated with each level is given below. At Knowledge Level of Learning a student can define terms At Comprehension Level of Learning a student can work assigned problems and can example what they did At Application Level of Learning a student recognizes what methods to used and then used the methods to solve problems At Analysis Level of Learning a student can explain why the solution process works At Synthesis Level of Learning a student can combine the part of a process in new and useful ways At Evaluation Level of Learning a student can create a variety of ways to solve the problem and then, based on established criteria, select the solution method best suited for the problem. What do I do at this level?

Arabic Bites Social constructivism Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. It is emphasised that culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky. Social constructivism and social constructionism[edit] Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. A very simple example is an object like a cup. For a philosophical account of one possible social constructionist ontology, see the 'Criticism' section of Representative realism.[1] Social constructivism and philosophy[edit] See also[edit] References[edit]

TACSEI FreeMind Top 20 Websites No Teacher Should Start the 2010-2011 Year Without I have to tell you that it was a tough call to make these decisions, especially when we’re talking every teacher no matter what grade level or subject, but I hope that you find a couple of gems to put away in your virtual treasure box. You may have others you’d like to add to the list. Please post them in the comments for all of us to explore. A great photo editing tool is a must for teachers and I recommend Aviary, LunaPic, Picnik, or BeFunky with some being simpler than others, but all having unique features. Explore all the tools and choose the best option for your skill level. Creaza and Jaycut are answers to the Windows XP Movie Maker and Flipcam problem. Delicious or Diigo are online bookmarking networks teachers need. Doodle is a groovy scheduling tool teachers can use when setting up a collaborative work meeting or building social committee event. Dropbox is one of my absolute favorite tools shared with me by Intel Teach buddies Glen Westbrook and Jill Summers.

Free ebooks - Project Gutenberg An Introduction to Connective Knowledge ~ Stephen's Web ~ b You are not logged in. [] [] Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007. Click here . The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic , has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject. a. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. This is more than just the existence of a relation between one entity and another; it implies interaction. Probabilistic knowledge is a type of quantitative knowledge. b. c. d. e. f. g.

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