Exploring How Technology Complements Constructivism Using a Lesson Plan
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Date
2017
Authors
Onyango, George
Gitonga, Rhoda
Journal Title
Journal ISSN
Volume Title
Publisher
Paul Cunningham and Miriam Cunningham (Eds) IIMC International Information Management Corporation,
Abstract
Constructivism approach to learning is known to support multiple
perspectives in interpretations of reality, knowledge construction and context rich,
experience based activities. Technology comes in handy to offer incredible amounts
of information and tools for creativity and development as well as diverse
environments and communication forums where students can build knowledge in an
engaged setting. However, technophobia has been reported among teachers as
inhibiting integration of technology in the classroom. Teachers feel confident about
their knowledge of the pedagogy. They are also confident about their knowledge of
the content but less confident when it comes to technology knowledge. There are
many models of instruction informed by constructivist theories to implement
technology into teaching. These models do not demonstrate how a teacher can
develop a lesson plan using the Constructivist Learning Perspective and integrate
technology in the plan particularly using SAMR Model of technology integration.
This paper explores how technology can be used to complement constructivism
approach to learning as part of building teacher’s confidence in using technology in
the classroom. This will be possible through developing a lesson plan and using the
Substitution Augmentation Modification Redefinition Model (SAMR) technology
integration model. Fifteen (15) PhD students taking a course in education in May-
August 2016 were engaged in developing a lesson plan based on constructivism
approach to learning and they were required to use SAMR model of ICT integration
in order to demonstrate how technology complements constructivism. The SMAR
supports and allows trainers and teachers to plan, develop, and infuse learning
experiences that utilize technology in their teaching. Specific practices in the lesson
plan that specified tasks to be done using cognitive terminology such as classify,
analyze, predict and create, coupled with various levels of technology integration
model enabled students to explore learning.
Description
IST-Africa 2017 Conference Proceedings, 2017
Keywords
SMAR technology integration Model, Constructivism, Lesson plan