Constructionism in Instructional Practices

As I read through this week's reading one assignment really caught my attention. Dave McDivitt of Oak Hill High School in Converse, IN used a multiplayer strategy game to teach the causes of World War II (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Dr. Michael Orey describes constructionism as a theory of learning that states people learn when they build an external artifact or something they can share with others (Laureate, 2008). The World War II strategy game is constructionism in practice. This type of activity creates a hands on experience for the student and allows them to use the mechanisms for learning: assimilation, accommodation, equilibration, and schema. Although, I have many students tell me they love history and enjoy my class, most students openly admit they are only taking a history class because it is a graduation requirement. My priority motivation for getting a degree in technology is to bring my curriculum into the 21st century. Video games are strong motivational tools for modern teenagers and I am sure they could generate interest in education if used properly. Using the World War II strategy game, students could be required to keep a journal of their tactics and chart the results of their action. A teacher could then have their students wrap up the activity by writing an essay analyzing the actual causes of World War II and comparing it to their experience in the game.

Problem Based Instruction gave me the thought of creating open ended research paper for my students to write. I always tell my students, "History is in the eye of the beholder." Everyone interprets history differently according to their perspective. Through Problem Based Instruction the student can look at the Crusades through the eyes of a Christian and a Muslim. Each will have vastly different interpretations of the causes and outcome of the wars. The development of technology and the continued acceptance of technology in the classroom is creating new ways for constructionism to create and share their educational experiences. As a history teacher the hands on opportunities offered in constructionist activities help to maintain an actively engaged community of students.