Learning theory statement

Our ICT project is underpinned by the established learning theory of social

constructivism. The social constructivist theory was developed by Lev
Semenovich Vygotsky and proposes that individuals engage in higher order
thinking when they are in a collaborative environment (Woolfolk & Margetts,
2013). Social constructivism requires teachers to appreciate that students
construct new understandings through their previous experiences, knowledge
and beliefs (Jones & Brader-Araje, 2002). Through participation in a variety of
activities within a collaborative context, students learn new strategies and
knowledge as a result of working with others (Woolfolk & Margetts, 2013).
Furthermore, the theory suggests that learners actively develop their own
understanding with help from more capable persons, such as teachers and
parents (Watson, 2001). In this way, learning becomes a social activity
involving others.
We aim to display features of social constructivism throughout the four lesson
sequence. Learning has been embedded in a complex and relevant learning
environment by posing an overarching question to the students that relates to
real-world population growth issues in modern society. The question (would you
live near a volcano?) aims to stimulate problem-based learning where students
are presented with a question and they are asked to make a decision. The
decision requires research and collaborative work to find explanations to
support their answer. Additionally, the question is open to multiple
interpretations and does not have a right or wrong answer.
Engaging activities that incorporate ICT tools, such as creating videos with
Powtoon, brainstorming using Padlet, and researching using a variety of
sources, promotes social constructivism in the classroom. Collaborative group
work is incorporated into most lessons and peer learning is encouraged.
Students will reflect on their prior knowledge as well as reflecting on the
learning activities, giving consideration to what was learned and the ways in
which it was learned. Assisted learning has been integrated into the project,
with relevant information, prompts and reminders included in each lesson.
Therefore, the teachers role is very much to be a guide on the side rather
than a sage on the stage.
By supporting our project with the social constructivist theory we hope
students will be actively engaged in learning, rather than passive participants
in the classroom. Furthermore, collaborative group work is aimed to develop
social communication and cooperative skills, as well as enhance the students
ability to clearly articulate their ideas.

References

Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on

education: Language, discourse, and meaning. American Communication
Journal, 5(3), 1-10.
Multi-ethnic children in science class. [Photograph]. Retrieved from
Encyclopdia Britannica
ImageQuest. http://quest.eb.com/search/154_2900824/1/154_2900824/cite.

Multi-ethnic girls looking at computer. [Photograph]. Retrieved from

Encyclopedia Britannica
ImageQuest. http://quest.eb.com/search/154_2901072/1/154_2901072/cite.
Watson, J. (2001). Social constructivism in the classroom. Support for learning,
16(3), 140-147.
Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Sydney:
Pearson.