ICT Integration Project: Learning Theory Statement.

Our project is underpinned by constructivism learning theory. This theory is

based on the understanding that people do not simply absorb information from
their environment, rather they construct and layer understanding in relation to
the knowledge and information they already know. Many theorists would argue
that the use of ICT in the classroom should promote student rather than teacher
centred learning. Jonassen, Peck and Wilson (1999) articulate that successful
learning should always be meaningful. They go on to describe meaningful
learning as an active, constructive, intentional, authentic, and cooperative
experience. Constructivism learning theory can be connected to our four lessons
through five key attributes of constructivism theory: active, constructive,
authentic, cooperative and intentional. This learning theory statement will tie
these attributes to our projects lessons to demonstrate how our project is
underpinned by learning theory.
Active
Learners interact with an environment and manipulate the objects in that
environment, observe the effects of their intervention and construct their own
interpretation of the phenomena and the results of the manipulation. (Jonassen
et al., 1999). Students must always have access with the content in a way that
they can engage and transform the information. Within our lesson plan we have
a main interest in making Shakespearean texts accessible, modern and recreated. Students play an active role in these classes by creating modern
interpretations and assuming the roles of characters in our role-play activity.
Constructive
Learners integrate their new experiences and interpretations with their prior
knowledge about the world, and construct simple mental models to explain what
they have observed. Learning is therefore constructive, articulative or reflective
(Jonassen et al., 1999). Our lesson plans aim to build upon and create deeper
critique and analysis of basic experiential knowledge of Shakespeare. Our
lessons reflect back to our previous understanding of reading/watching excerpts
of Shakespeares plays. This is also instilled through the teacher establishing
prior knowledge and initial ideas before starting new topics and also when fishing
topics, we reflect on what we have learnt and how we came to that
understanding.
Authentic
Learning tasks are situated and authentic because they are meaningful realworld tasks or are simulated in some case-based or problem-based learning
environment. (Jonassen et al., 1999). Our WebQuest is framed in this very idea
of discovery and problem solving. The way our lessons follow a clear direction
also frame the learning as a meaningful experience. We have intentionally
modelled our website to use an authentic teenage voice to engage the average
year 9. By utilising humour in our YouTube clips and front page button we hope to
create an authentic, engaging and meaningful learning environment.
Cooperative
Meaningful learning is cooperative or collaborative in the sense that learners
work in groups, socially negotiating a common expectation and understanding of
the task and the methods they will use to accomplish it. (Jonassen et al., 1999).
Our project naturally integrates group collaboration. The use of group chat pages
and multi-user documents such as titan pad and todays meet also involve group

learning. It is essential to this learning that students interact in a way that is

respectful of each others points of view, both contributing to discussion and
listening to the contribution of
others to co-construct their understanding. Our facilitation of online media is
crucial to ensuring this safety within the group. Woolfolk and Margetts (2013, p.
337), refer to this learning as a community of learners which require safety and
facilitation.
Intentional
Meaningful learning is also intentional since learners articulate their learning
goals, what they are doing, the decisions they make, the strategies they use, and
the answers that they have found. (Jonassen et al., 1999). Our series of lessons
aim to allow the student to guide their own learning. The way we have presented
Shakespeare is shaped by our understanding of typical year 9 students feelings,
interests and abilities. An example of this is seen in our insults lesson where we
use a program that mirrors everyday social media usage but we also aim to
upskill language choice.
Within our four part lesson series it is important to note that the teachers role in
this model of learning is not to lead or instruct but rather to assist students in
constructing their understanding by providing the scaffolding that is necessary
to enable them to move from their current knowledge and understanding to the
construction of new understandings. Our students are continually reflecting on
the learning that has taken place by writing in their blog. Questions are provided
to act as prompts, these are fairly open ended to invite students to draw their
own conclusions. The teachers role is largely to act as a facilitator of this
process, maintaining a respectful environment and encouraging participation by
all students, and providing prompts where student discussion stagnates or goes
off track. The ICT activities chosen are intended to support the constructivist
model of learning.

References
Jonassen, D.H., Peck, K.C. & Wilson, B.G. (1999) Learning with technology: A
constructivist
perspective. NJ: Merrill/Prentice Hall.
Woolfolk, A. & Margetts, K. (2013) Educational Psychology (3rd ed.). New South
Wales. Pearson