http://www.pgce.soton.ac.uk/IT/Learning/SocialConstructivism/socialconstruct.htm
According to Howell (2012), there are three main aspects that define social constructivism. These are as follows:
1. Social interaction is vital for knowledge to be developed
2. The 'more knowledgeable other' (MKO) is integral to learning. For example, the MKO in an educational setting would be the teacher.
3. Learning always occurs in the 'zone of proximal development' (ZPD). The ZPD is the "distance between a learner's ability to perform a task under adult supervision, or when working with peers and their ability to perform the task independently (Howell, 2012).
So basically, social constructivism is how social influences impact and help students form understandings and knowledge about the world and education. Constructivism, however, challenges the traditional mode of teaching which states that there is one fixed "body of knowledge" that is passed on from teachers to students (Hirtle, 1996). On the other hand, constructivists believe that knowledge takes place around communication by recognizing and accepting a variety of different cultures and various ways of learning (Hirtle, 1996). Furthermore, the constructivist theory does not have ground rules for designing a learning environment (Yilmaz, 2008). Yilmaz (2008) states that "effective learning requires meaningful, open-ended, challenging problems for the learner to solve".
http://socialconstructionism.pbworks.com/w/page/17016216/Web%202-0%20and%20Constructivist%20Theory
ICT can definitely be integrated and associated with social constructivism as there are many online games that students can use that ensures learning remains an active process and not passively absorbed. Using online games also supports constructivism as it provides students with interesting experiences. Many educational games also involve the collaboration of students (Hirtle, 1996). In an online game, students are allowed to make their own decisions and therefore get to see the results of their decisions first hand. Below I have included a link to a game that I feel adheres to the constructivist theory.
http://splash.abc.net.au/media/-/m/32732/journey-planner-quickest-route-4?source=secondary
GAME LINK:
http://splash.abc.net.au/media/-/m/32732/journey-planner-quickest-route-4?source=secondary
This game is suitable for years 6-10 and involves students working collaboratively to help the characters solve the quickest route around town. I believe this game is an effective way to teach students as it encourages them to work with peers and make decisions based on experiences and social interactions.
Once again, the use of ICT, in particular educational online games, supports the social constructivist learning theory whilst still including important technological tools that the 21st century demands.
Images taken from:
http://www.pgce.soton.ac.uk/IT/Learning/SocialConstructivism/socialconstruct.htm
http://socialconstructionism.pbworks.com/w/page/17016216/Web%202-0%20and%20Constructivist%20Theory
http://splash.abc.net.au/media/-/m/32732/journey-planner-quickest-route-4?source=secondary
Online game taken from:
http://splash.abc.net.au/media/-/m/32732/journey-planner-quickest-route-4?source=secondary
References:
Hirtle, J.S. (1996). Social constructivism. English Journal. 85(1), 91-92.
Retrieved from
http://search.proquest.com.ezproxy.library.uq.edu.au/docview/237276544/fulltext?accountid=14723
Howell, J. (2012). Creative technologies and play. In V. Rainer (Ed.), Teaching with ICT: Digital Pedagogies for Collaboration and Creativity (pp. 87-109). Australia: Oxford University Press.
Yilmaz, K. (2008). Constructivism: it's theoretical underpinnings variations and implications for classroom instruction. In K. Yilmaz (Ed.), Educational Horizons (pp. 161-172)
Retrieved
from
http://www.eric.ed.gov/PDFS/EJ798521.pdf
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