Lesson Activities, All KLAs
Classroom Organisation, News Groups, Reading groups, Maths Groups, Spelling lists, Table points
Excursions, Great Barrier Reef, NASA Headquarters
Connected Classrooms Program, Inter-School Debates, Helps students to become involved in community events and introduces them to peers outside of their own school., Students can learn about what students are doing in other schools, Teachers can more easily talk to colleagues and swap teaching ideas
Expert Speakers, Students can hear from experts who live on the other side of the world., Can be more time efficient and cheaper for parents
Enhances teaching rather than replaces teaching
Quick easy transition from lesson to lesson, ‘There is less interruption in transition from lesson to lesson’ (Kearney & Schuck, 2008. p.11)
Bring rich 'out-of-classroom' context into student lessons
Bring current topics into the classroom
Communication with other schools and teachers
Ease of organisation - no more lugging around books and resources
Resources only limited by imagination
Can save all work for assessment, and re-use purposes
Share lesson with teachers
Not much allowance for student ownership
Open-ended, complex tasks requiring problem-solving and the construction of valuable products using real-world skills are limited (Kearney & Schuck, 2008).
Han and Bhattacharya (2001) state that constructionism is ‘both a theory of learning and a strategy for education’ and asserts that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don’t get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artefact that they can reflect upon and share with other.
Papert (1993, p. 3) differentiated between constructivism and constructionism: “The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that happens especially felicitously when the learner is engaged in the construction of something external or at least sharable”.
1. Choose a topic 2. Describe audience 3. Create artefact 4. Pilot artefact (test) 5. Gain feedback 6. Reflect 7. Modify artefact (Han & Bhattacharya, 2001)
Constructionism allows participants to reflect on their learning and what they are taking away from the instruction. This reflection process is helpful for both the facilitator and the participants, as constructionism is geared to prepare learners with skills that will make them life-long learners.
Constructionism supports the constructivist viewpoint–that the learner is an active builder of knowledge. However, it emphasizes the particular constructions of external artefacts that are shared by learners. Although learners can construct and present knowledge or meanings without producing external products, the processes of construction are more evident when learners produce through social interaction with others and share representations of their understanding and thoughts (Han & Bhattacharya, 2001).
Research shows that students ask one questions every 10 hours.
Most technology is a novelty and it gives students something to do rather than do the same monotonous work on paper
Students learn how to search the Internet properly, efficiently and successfully
Parents, family and friends can see student work
Parents know what is expected of their child and can therefore help their child complete tasks at home.