Autor: prof. Diaconu Mihaela-Claudia
Școala Gimnazială, Comuna Sagna, jud. Neamț
Constructivist learning and instructional technology
In this continuous changing era, Constructivist Learning has appeared as an emerging approach to Knowledge, in contrast to the traditional approaches, which is anchored in a new learning methodology , guiding students and building a new learning environment outcome. This process of learning gives students the opportunity to construct their own knowledge, being themselves physically engaged in problem solving, providing students, excellent frameworks where they can use their own existing experience to represent new experiences and contexts for real world communication which allows them create knowledge and learning in a social constructionist way, through interaction, exchange and exploration of the unknown.
This approach has been seen a breath of fresh air in a rigid environment dependent of textbook based learning. For students, the development of technology represents a new learning experience and the possibility to be engaged in a more practical approach of learning English and also a wide range of skills that they are going to master for life, students taking charge of their own process of learning.
Constructivism can be seen as a theory that believes learning to be based upon what students already know, their prior knowledge and everything they experience may be a form of active learning in which the learner uses all his/her sensory inputs in order to create meaning out of it. In a more traditional terminology, according to John Dewey, „Every genuine experience has an active side which changes in some degree the objective conditions under which experiences are had. The difference between civilization and savagery to take an example on a large scale is found in the degree in which previous experiences have changed the objective conditions under which subsequent experiences take place”.(Dewey 1938, 4) Experiences seen from the learner’s point of view are more suitable for learners rather than a material presented, a material that should be assimilated and then assessed. (fragment)