Constructivist and Constructionist Learning Theories

I’ve always implemented many aspects of constructionism in my classroom; however, I am not as familiar with the constructivism theory of learning. In Martin Dougiamas’ article, A Journey into Constructivism, he has a great quote which for me clearly defines this learning theory:

“In constructivism I see a hidden value ascribed to the notions of diversity and adaptability, which in turn promote the root value: survival of our species. Learners who can adapt quickly by learning in a complex world are more likely to adapt to changing conditions and survive as an individual.”

With this quote in mind, I pondered ways the constructivism learning theory can be incorporated through the use of technology in my classroom. Each year I have an invention unit for my students, therefore, I found some excellent websites which teach the students how to invent and the invention process. Inventing incorporates both the constructionism and constructivism theories of learning as the students need to make changes and adaptations as they invent (constructivism) and create their own invention prototype (constructionism). Additionally, strategy games which require the students to access their knowledge about a subject and apply and adapt as needed for game success, helps them to retain and master content through participation.

Constructionism in comparison focuses on students experiencing their learning through constructing things. They apply their knowledge by creating a product to display their learning. Technology offers multiple ways for the students to be engaged in creating a learning artifact. Some examples include the use of PowerPoint to share what they have learned about a certain topic, using a website designed for students to explore real problems and their challenges through the use of project-based learning which allows the students to plan, collect and analyze data applying learned concepts to their project work. Project-based learning can also provide the students learn collaboratively with peers as well as seek advice from other students and adults around the globe.

The rapid growth of technology requires educators to continue to seek and incorporate relevant uses of technology which meets the needs of students and provides them with authentic learning and skill mastery. Technology, when used appropriately can keep students engaged in their learning and prepare them with the skills needed for the 21st century. As educators it is important that we too are students of learning when it comes to educational technology. Through our learning, we can then help our students to achieve and aspire to even greater heights in their learning.




*http://dougiamas.com/writing/constructivism.html

Cognitive Learning & Technology

The cognitive learning theory stresses more than just the mastering of skills and the reinforcement and practice of these skills. James Hartley (1998) states that the “Learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies, and prior knowledge is important (Hartley, 1998). The cognitive learning theory has several key principles (Hartley, 1998):
• Instruction should be well-organized. Well-organized materials easier to learn and to remember.
• Instruction should be clearly structured. Subject matters are said to have inherent structures - logical relationships between key ideas and concepts - which link the parts together.
• The perceptual features of the task are important. Learners attend selectively to different aspects of the environment. Thus, the way a problem is displayed is important if learners are to understand it.
• Prior knowledge is important. Things must fit with what is already known if it is to be learnt.
• Differences between individuals are important as they will affect learning. Differences in 'cognitive style' or methods of approach influence learning.
• Cognitive feedback gives information to learners about their success or failure concerning the task at hand. Reinforcement can come through giving information - a 'knowledge of results' - rather than simply a reward.

The use of advanced organizers, structures that help students to classify and make sense of their new learning content, help students focus on their learning. Technology provides a variety of tools and applications for creating a variety of organizers for teacher and student use. Organizers provide structures and visually display relationships between key ideas and link the parts together.

Students also make connections to their learning through synthesizing what they have learned through summarizing and note taking. Microsoft word and Inspiration are two applications that can help enhance and improve students’ note- taking skills.

Wikis and blogs provide students with a method to collaboratively participate in note-taking and summarizing. This form of collaboration can provide the students with more in-depth conversation that can extend beyond the allotted time in the classroom (Pitler, et al, 2007).

The students of the 21st century need these online learning tools for learning as it prepares them for future success in the workplace. Online collaboration, visual tools for presentation, synthesizing and writing information in a concise form will be valuable skills for each student to refine and perfect for their future.

Behaviorism in Practice

How can technology be used to support instructional strategies based on behaviorist learning principles? To answer this question, first one needs to review the key principles of the behaviorist learning theory. According to James Hardy (1998) the four key principles include activity, repetition, reinforcement, and clear learning objectives. Activity is important as learning is better when students are active learners (Hardy, 1998). Frequent practice and practice in varied contexts is necessary for learning to take place. Therefore, repetition needs to be implemented for skills to be acquired. Student reinforcement is the prime motivation. Positive motivators that focus on student success are most desirable. Those who implement behaviorism in teaching will frame activities with clear behavioral objectives (Hardy, 1998).

Spreadsheet software is one way to reinforce student effort by helping them chart their relationship between effort and achievement (Pitler,et al, 2007) and thus provide students with positive motivation. Creating graphs and charts that track student effort is one example of spreadsheet use in the classroom. There is a multitude of web resources that can provide students with the practice of concepts and skills being taught in the classroom. It is important to not only find ones that meet the learning criteria but also find Web sites that provide a variety of activities so each student is able to work on skills that best meet his or her needs, and differentiation can be implemented successfully.

Technology is like that pocket knife I used when I was a Girl Scout. My pocket knife had multiple uses and could be used in numerous ways. If one only uses technology for the practice of skills and repetitive learning, the powerful tool of technology becomes limited in use similar to just using the pocket knife for cutting only. The behaviorist theory certainly has its place in today’s classroom use of technology as when students need remediation or practice of skills for fluency, however, like the pocket knife, there are so many other powerful tools and it is important to utilize everyone of them to promote successful student learning.




Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

First Post

This is my first entry on my new blog page. Currently I am rather overwhelmed with so many things to do and so little time available at the moment. I know this is something many of you can relate to... I will return later to post more coherent thoughts. :)