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Agner, Allineth Diaz, Charmis A. Almeda, Jodelle Leah B. Penados, Eden Ayala, Marie Anelie Dawn C

This document discusses constructivist learning environments and the role of technology. It begins with definitions of learning environments and an overview of constructivist theory. Some basic constructivist principles are outlined, including that learning is an active process and knowledge is constructed rather than transmitted. It contrasts traditional classrooms with constructivist classrooms and notes different teacher and student roles. Technology can engage students and support collaboration in constructivist learning by allowing exploration and knowledge construction. Teachers take on roles as guides who help students develop strategies to build their own understanding.

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Jodelle Leah Almeda
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79 views16 pages

Agner, Allineth Diaz, Charmis A. Almeda, Jodelle Leah B. Penados, Eden Ayala, Marie Anelie Dawn C

This document discusses constructivist learning environments and the role of technology. It begins with definitions of learning environments and an overview of constructivist theory. Some basic constructivist principles are outlined, including that learning is an active process and knowledge is constructed rather than transmitted. It contrasts traditional classrooms with constructivist classrooms and notes different teacher and student roles. Technology can engage students and support collaboration in constructivist learning by allowing exploration and knowledge construction. Teachers take on roles as guides who help students develop strategies to build their own understanding.

Uploaded by

Jodelle Leah Almeda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 13:

TECHNOLOGY IN THE
CONSTRUCTIVIST
LEARNING
ENVIRONMENT
Agner, Allineth Diaz, Charmis A.
Almeda, Jodelle Leah B. Penados, Eden
Ayala, Marie Anelie Dawn C.
Sub-topics
 Definition of Learning
Environment & Theory of
Constructivism
 Basic Constructivist Principles

 Traditional Classroom vs.


Constructivist Classroom
 Technology in the Constructivist
Learning Environment
 Teacher’s Role in Constructivist
Learning Environment
DEFINITION OF
LEARNING
ENVIRONMENT &
THEORY OF
CONSTRUCTIVISM
Sub-topic 1
■ refers to the diverse physical locations, contexts,
and cultures in which students learn.
Learning ■ Students may learn in a wide variety of settings
Environment such as

outdoor
environment

outside-of-school
locations

4
“Learning environment likewise
encompasses the culture of a school or class –
its characteristics, including how individuals
interact with and treat one another – as well as
the ways in which teachers may organize an
educational setting to facilitate learning.”

- The Learning Environment, 2013


Bates (2015) opted to choose
teacher’s perspective because
after all, it is the teacher who takes
the main responsibility in creating
an appropriate learning
environment.

In effect, the choice and the


importance of components in
designing a learning
environment depend considerably
on one’s personal beliefs and
understanding of knowledge,
learning and teaching methods.

Figure 1. A learning environment from a teacher’s perspective (Bates, 2015)


CONSTRUCTIVIST
LEARNING
 Bruner’s constructivist framework
supports the belief that learners construct
new ideas and concepts based on their
existing knowledge and experience.
Jerome Seymour  Theory of Constructivism states that
Bruner  knowledge is constructed not transmitted.
Born: October 1, 1915  Learning takes places through dialogues
Died : June 5, 2016 and conversation.
He was an American 
psychologist who developed
the theory of constructivism.
7
BASIC
CONSTRUCTIVIST
PRINCIPLES
Sub-topic 2
CONSTRUCTIVIST LEARNING PRINCIPLES (HEIN, 1991)

1. LEARNING IS AN
ACTIVE PROCESS. 6. LEARNING IS
2. PEOPLE LEARN TO
LEARN AS THEY CONTEXTUAL.
LEARN. 7. KNOWLEDGE IS
NEEDED IN ORDER TO
3. CONSTRUCTION OF LEARN.
MEANING IS 8. LEARNING IS
4. LEARNING
COGNITIVE. NOT
INVOLVES INSTANTANEOUS.
LANGUAGE. 9. MOTIVATION IS A KEY
COMPONENT IN
5. LEARNING IS A LEARNING.
SOCIAL ACTIVITY. 9
TRADITIONAL
CLASSROOM
VS.
CONSTRUCTIVIST
CLASSROOM
Sub-topic 3
TRADITIONAL CLASSROOM CONSTRUCTIVIST CLASSROOM

 Materials are primarily textbooks and workbooks.  Primary sources of material & manipulative materials.

 Teacher’s role is directive, rooted in authority.  Teacher’s role is interactive, rooted in negotiation.

 Students work alone  Students work in groups.

 Teachers disseminate information; students are  Teachers have a dialogue with students, helping students
recipients of knowledge. construct their own knowledge.
11
TECHNOLOGY IN THE
CONSTRUCTIVIST
LEARNING
ENVIRONMENT
Sub-topic 4
o l o g y i n the
Techn L e ar ning
i v i s t
Construct onment
Envir
 The use of technology in the learning environment has been highly
associated with the application of the constructivist learning principles.
 Instructional technologies have a unique capabilities and features that
can engage students in critical thinking and meaning in the
constructivist learning environment.
 The use of online instructional resources likewise supports
collaborative learning where the students can build a community of
learners.
 The interactive and manipulative features of these communication tools
provide learning opportunities for the students to explore and discover
the world in the process of constructing new knowledge and skills.
TEACHER’S ROLE IN
CONSTRUCTIVIST
LEARNING
ENVIRONMENT
Sub-topic 5
Teachers in an expert learner who can guide students into adopting
constructivist cognitive strategies such as self-testing, articulating
understanding, asking probing questions, and reflections;
classrooms
assume the
an organizer of information around big ideas that engage
following roles: the students’ interest, to assist students in developing new
insights, and to connect them with their previous learning;

designer of learner-centered learning activities that will


encourage the students to ask their own questions, carry
out their own experiments, make their own analogies, and
come to their own conclusions; and

a guide, a coach, and a mentor in the process of


constructing knowledge.
15
u v e r y m uch
Tha nk y o
l is te n i ng !
for

Team 13
PPT Creator
 Almeda, Jodelle Leah B.

Reporters
Diaz, Charmis A.
Agner, Allineth

Q&A
Ayala, Marie Anelie Dawn J.
Penados, Eden
16

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