The document discusses the interplay between teaching and learning within social constructivist environments, questioning the roles of teachers, learners, and their shared community in the educational process. It critiques traditional behaviorist methods, advocating for collaborative learning experiences that cater to individual needs and encourage active participation. The authors emphasize the importance of scaffolding, technology integration, and fostering inquiry-based learning to enhance educational outcomes.

1. Building Social Constructivist Learning Environments in Online Settings Connie Jaeger, Dr. Victoria Lovejoy, Tammy Stephens

2. Can there be teaching if there is not some kind of definable learning? What is the relationship of teaching and learning? When and how is teaching most powerfully enacted? And who or what is most responsible for learning: the environment? the teacher? the learner? or some larger notion of participating together in a community? And what do our answers to these questions mean for how we should organize education and teacher-student relationships?

3. Behaviorism Social Constructivism Theorists Skinner, Pavlov, Thorndike Vygotsky, Rogoff, Bruner, Hillocks, Dewey: Child and Curriculum Experience and Education How learning occurs Transmission of knowledge: Teaching is telling Transformation of participation Implications for instruction Both teacher and student are passive; curriculum determines the sequence of timing of instruction. All knowledge is socially and culturally constructed. What and how the student learns depends on what opportunities the teacher/parent provides. Learning is not ‘natural’ but depends on interactions with more expert others. Student’s role ‘ Empty vessel’ Collaborative participant Teacher’s role Transmit the curriculum Observe learners closely, as individuals and groups. Scaffold learning within the zone of proximal development, match individual and collective curricula to learners’ needs. Create inquiry environment. Dominant instructional activities Teacher lectures; students memorize material for tests Teacher-guided participation in both small-and large-group work; recording and analyzing individual student progress; explicit assistance to reach higher levels of competence

4. POD etc provides teaching professionals: Online learning options Courses on integration strategies of 21st century technology skills Collaborative online classroom environment Increase knowledge of the latest technology tools Convenient asynchronous format 24 hours a day, 7 days a week.

5. Connie Jaeger, Creativity & Innovation in the Classroom Dr. Victoria Lovejoy, Tech Literacy 101: Foundations in Collaborative Tools, STEM Tammy Stephens, Tech Literacy 102: Building Knowledge Management Systems, Tech 103: Utilizing Social Networking Tools in a Leadership Capacity

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