Are schools ready for constructivism?
Since technology is at the heart of most of what we do in our everyday lives - television, video games, dvds, computers, cell phones - I believe that we, as educators, should not play ignorant to the dawning of a super-fast, high tech digital world, but instead make the necessary modifications to the learning environments that we teach in. We need to embrace the technology, not deny it. In a constructivist learning environment, the students' ability to demonstrate their knowledge and understanding through application and creation using available technology is key - including cell phones! Yes, students walking around the classroom on their cell phones, talking and texting one another. Crazy, right? Maybe... Maybe not.
What is any meaningful relationship founded on? TRUST. If you give students the opportunity to use their cell phones, but tell them that they are to use it for academic purposes only, then you are showing them that you trust them and that you have confidence that they will use the technology appropriately. Will they abuse that trust? Maybe. That is the risk that you are taking when you embrace the technology that has been made commonplace by the global society. It is apart of who we are in the real-world, so it should be apart of who we are in the learning environment. Real-world application should always be embedded in the mastery objective.
However, it's not the use of technology that makes constructivism the ideal learning environment, it is the approach to student learning. Many teachers have told me that they can't do what the Integrated Studies Program (ISP) does because they don't have the means and technology available to them to create a constructivist learning environment. I am realizing more and more that the technology is nothing more than a condiment and the real meat is the ways in which we provide students with the opportunity to explore and discover new information that is relevant and pertinent to their interests. Let the student create their own path. It doesn't mean that you won't be there to guide them along the way. As a teacher, there are learning goals and standards that must be met. So, as a tour guide on the path to enlightenment, you can make sure to hit those hot spots along the way. As long as the learning is in the vein of student interest, they won't mind a few friendly detours so that both your objectives as well as their own are met. Where does the path to enlightenment end for the student? I hope to never know, because it certainly doesn't end at graduation. Life-long learning is what constructivism cultivates and aspires. John Dewey once said, "Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself." Therefore, I suppose it could be said, learning is a journey, not a destination.
It is important to create authentic learning opportunities for students that stem from their individual passions and pursuits, which are vastly different and unique. Constructivism is the best and most-befitting model of 21st century education in which this type of learning can occur. The constructivist approach should be embraced by all schools, especially schools like our own. We are in a school district with some of the most reluctant learners imagineable. It's essential that we allow our students to be the primary stakeholder and decisionmaker when it comes to their education. Our importance as educators is not diminished by student empowerment. It just means that we have stronger and more eager and impassioned allies with which to align ourselves. Too often, teachers go to war with students because they refuse to learn what the teacher wants them to learn. I offer, why not fight for the same cause? The combination of your expertise and content knowledge teamed with their passion and genuine interest is an unbeatable force. It's win-win!
I believe constructivism is the model by which the students of the 21st century will learn most effectively. However, despite the fact that I have the great fortune of facilitating this type of learning as a teacher in the Integrated Studies Program, I understand that it will take time for schools to accept the paradigm as valid and advantageous. The reality of education today is harsh - so many tests, so little time. It seems like the people in charge care more about the test than they do the students. As a result of intimidation from the management, schools are constantly pushing for standardization. Personally, I'd rather push for individualization.
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