Week 3

Activity 3.3 Learning and Technology Theories Reflection


    Of the three learning theories presented recently: Connectivism, Constructionism, and Cognitive Load Theory, I find myself relating best to Constructionism. I find that there are few ways for me to understand a concept as concretely as interacting with it, be it by myself or in collaboration with other learners. In addition, breaking complex tasks into several more simple exercises helps to compartmentalize the knowledge into manageable blocks which I find easier to retain. Cognitive Load Theory also has merit when I think about the way in which I learn best, but i find the reduction of complex to simple tasks in Constructivism covers that area equally well. Constructionism also has the nature of project-based learning, where learners are not lectured to, but told to seek out the answers and the knowledge they require to solve problems, and they have the teacher as one more resource they can access in pursuit of this knowledge. In this respect, Constructivist learning is very much free learning, where the student has to take the initiative to seek out and find the answers the lesson requires, and this also appeals to my style of learning.


    In assisting learners to understand a concept through a Constructivist approach, we can incorporate technology in several very helpful ways. For example, when considering complicated geometric or spatial tasks, computers with the appropriate software are able to greatly assist us in visualizing and manipulating these objects. The degree to which I find it easier to work with visualized and tangible representations of some of the more abstract subjects is remarkable, and I believe that other students' learning could greatly benefit from such a use of technology. Technology can assist with the collection of information, and as Constructivist learning is discovery learning, technology finds a natural place in Constructivist methods here. For example, the internet allows learners to discover information much more easily and much more rapidly than in the past, increasing the rate at which pupils can assess the task at hand and formulate solutions. Finally, we can incorporate technology into constructivist learning by allowing students to collaborate electronically in their attempts to solve problems. They can be networked together over long distances, allowing for problem solving in situations where they would previously not be able to collaborate with one another. It is clear from these examples at least, that Constructivism can greatly benefit from the inclusion of technology into it's practices.