2. Constructivism Constructivism is the theory that learning is an active process. The learner constructs knowledge by associating with personal experiences and creates mental representations which are unique to themselves. Each learner brings personal and cultural factors which shape the way information is interpreted.
3. Jean Piaget After observing children, created a four step model for how the mind processes new information. He stated that children go through the same 4 steps and in the same order. Step 1- Sensoromitor Stage (birth to 2 years old) – The child builds an understanding of how things work through experience with the surrounding environment. The ability to tell between self and other objects develops. Step 2- Preoperational Stage (ages 2-4) – The child characterizes objects by material features and has no understanding of abstract concepts. Step 3- Concrete Operations (ages 7-11) – The child builds experience and begins to think abstractly to explain events in life. Step 4- Formal Operations (ages 11-15) – The ability to conduct hypothetical reasoning forms and becomes common practice. There is no longer a need for concrete objects to make a rational judgement.
4. Jerome Bruner Jerome Bruner pioneered the theory of Discovery Learning. By wrestling with new facts and experiences an association is formed that is unique to the student and aids in the process of learning. Using previous knowledge and experience to discover new facts and relate to new situations.
5. Lev Vygotsky Vygotsky’s Social Development Theory The Social Development Theory has three major themes: Social interaction is an important part of development. He states that everything in a child’s development happens twice, with the first being a social interaction later followed on an individual level. The More Knowledgeable Other (MKO) is anyone with who has a better understanding of a topic than the learner who can aid the child in understanding a topic that would not be understood by the child alone. The Zone of Proximal Development (ZPD) is the difference between the student’s ability to learn in a group or with supervision from a teacher, and the student’s ability when working alone.
6. Classroom Implications Using this method without technology is very easy for a teacher. Making sure that the activities being performed in class are appropriate for the cognitive abilities of the class is key. Using technology the teacher is able to have the children immerse themselves in multimedia and create new experiences that will be vital in the technological literacy of the student.
