Constructivist theory of education places much emphasis on social and interactive learning, where through collaboration multiple points of view are brought together thus more can be learnt through the focus of the group than just the individual.
I consider the use of computers to be a more isolated means of learning and not social and warm in a physical sense, though extremely interactive.
(see my previous blog)
Both the social skills of communicating and resolving conflict are necessary in virtual and physical environments. We need to understand our own learning mechanism. I like to talk to people and learn from their knowledge and experiences, the computer tends to put me into the too much information overload zone, I need peer support.
Without Vygotsky’s theory of the Zone of Proximal Development, not much can be achieved. However being in this zone for extended periods of time does seem to create anxiety especially if one is motivated by high achievement drivers. Vygotsky did live a much shorter life than Piaget.
There is something about the way Piaget steps back figuratively, detaching himself and seeing social representations as mere ideological reflection as somewhat impersonal. However there comes a time when asking and interrelating with others leads to too much information also and one has to decide for oneself what one thinks. That is important.
Personal and impersonal ways of making meaning and building knowledge are complimentary. Understanding our own process helps us to work more creatively with knowledge. Understanding how other people make meaning is vital if we are going to live in a tolerant and harmonious world.
Technology takes learning far beyond the linguistic (Vygotsky) and mathematical (Piaget) – it encourages so many more of the senses to be engaged – auditory and visual to name two. Constructivist Theory of Education is inseparable from the use of technology. How we use and apply technology to learn is supported by Vygotsky and Piagets complimentary ways of researching and making meaning.
I consider the use of computers to be a more isolated means of learning and not social and warm in a physical sense, though extremely interactive.
(see my previous blog)
Both the social skills of communicating and resolving conflict are necessary in virtual and physical environments. We need to understand our own learning mechanism. I like to talk to people and learn from their knowledge and experiences, the computer tends to put me into the too much information overload zone, I need peer support.
Without Vygotsky’s theory of the Zone of Proximal Development, not much can be achieved. However being in this zone for extended periods of time does seem to create anxiety especially if one is motivated by high achievement drivers. Vygotsky did live a much shorter life than Piaget.
There is something about the way Piaget steps back figuratively, detaching himself and seeing social representations as mere ideological reflection as somewhat impersonal. However there comes a time when asking and interrelating with others leads to too much information also and one has to decide for oneself what one thinks. That is important.
Personal and impersonal ways of making meaning and building knowledge are complimentary. Understanding our own process helps us to work more creatively with knowledge. Understanding how other people make meaning is vital if we are going to live in a tolerant and harmonious world.
Technology takes learning far beyond the linguistic (Vygotsky) and mathematical (Piaget) – it encourages so many more of the senses to be engaged – auditory and visual to name two. Constructivist Theory of Education is inseparable from the use of technology. How we use and apply technology to learn is supported by Vygotsky and Piagets complimentary ways of researching and making meaning.
posted by kushli at 6:09 AM
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