Constructing Learning ： Using Technology to Support Teaching for Understanding

1. Constructing Learning：Using Technology to Support Teaching for Understanding 指導教授：Chen, Ming-puu 報告者 ：Chang, Chen-Ming 報告日期：2006. 08. 18 Sherman, T. M., & Kursban, B. L. (2005). Constructing learning: using technology to support teaching for understanding. Learning and Leading with Technology, 32(5), 10-13.

2. Introduction • Educator's challenge is to identity, invent, adopt, and use classroom practices that consistent with these principles. • There are eight teaching characteristics that are consistent with constructivist principle: • Learner centered • Interesting • Real life • Social • Active • Time • Feedback • Supportive

3. Learner centered • Learner-centered classrooms focus instruction on the intellectual strategies, experiences, culture, and knowledge that students bring into classrooms. • Educators can use technology to support this transformation in two important ways: • Educators can use access to extensive libraries of teaching examples and suggestion to tune your instruction to student needs, experiences, and unique situations. • Educators can teach students to organize their knowledge using computer-based tools and software simulations that model forming and expressing alternate conceptions of concepts and strategies.

4. Interesting • Interested students challenge their existing knowledge and more likely to develop conceptual frameworks that integrate prior knowledge and new information into understanding. • Technology-based demonstrations and illustrations such as the math and science animations at ExploreLearning, the Day in the Life Series, and MathMagic stimulate discussions in which student’s current beliefs are expressed and tested.

5. Real life • Educators contribute to successful learning by guiding students’ inquiry through focused questions and directing students to consider how these principle affect their community-generated questions. • Educators can facilitate depth of understanding by integrating technologies into the fabric of teaching as intellectual tools that students use to study, learn, and communicate with others in their classes as well as others in different locations.

6. Social • Constructing meaning comes from interaction with others to explain, defend, discuss, and asses our ideas and challenge, question, and comprehend the ideas of others.

7. Active • The visible learning actions students use to gathers and consider information include writing, discussing, and searching. • Technology-based interactivity can be a tool to facilitate active learning with dialogue between students as well as to evaluate and revise their propositions.

8. Time • Understanding is the result of well-organized and widely linked concepts. • Understanding consists of knowing the important questions and cognitive strategies that characterize the disciplines they are studying.

9. Feedback • Feedback is essential to the process of acquiring and reflecting on the relation between existing knowledge and new information. • Technology-based feedback is immediate and focused on the learning at hand.

10. Supportive • Instructional support provides the right assistance at the right time for learners. • The kind of supportive scaffolding shows students that you understand their needs and enables you to walk with them as they work to meet learning goals.

11. Conclusion • The research becoming more interdisciplinary---including not only education but also the physiology of the brain, neurology, psychology, and medicine-the constructivist explanation of how to influence learning and learners appears more and more consistent with the emerging evidence. • We can teach our students to use technologies to meet their own responsibility to become good learners and also use these technologies as effective tools to teach content.