Learning Theory Statement

This ICT integration project is underpinned by the constructivism learning theory. The constructivism learning theory holds that people learn through their own personal experiences and reflection of these experiences. Learning is not the same as a sponge soaking up water; that is to say passive. Learning is an active process where people construct their own understanding and knowledge of the world and all it contains. Through the processes of accommodation and assimilation, people process new information either by adjusting or discarding previous knowledge or creating new banks of knowledge. There are many important elements to the constructivism learning theory, however, five key features evident throughout the constructivism theory are: active, constructive, authentic, cooperative, and intentional teaching and learning. As a group, we have ensured that the 5 key features of the constructivism learning theory are utilised throughout each of the four lessons provided. Lesson one: Evidence of use in lesson Active How ICT aids learning experience. Students are involved in discussion, requiring them to Using Britannia image quest, Google image search, and photos use new and previous knowledge to broaden their of the school enables students to quickly and effectively find understanding of habitats. images and information needed for task, while also actively seeking out the information. Students conduct their own searches to find images and information about habitats that interest them. By creating their own books, children are required to manipulate the information they gather while searching for images and information.

Constructive Students use their pre-existing knowledge of habitats to conduct searches on the web. These searches will result in new knowledge about habitats forming. This new knowledge is solidified when students are required to reflect on their searches later in the lesson. Authentic

Web searches helps students to expand their understanding and knowledge of habitats. The place thats right for me game, and the You Tube clip shows to students that although they may not have known the word habitat before, they do know some things about habitats already.

This task encourages students to focus on habitats The place thats right for me game shows some of the local that can be found locally. The use of familiar habitats habitats that the children may already be familiar with. makes this task more authentic to the students. Familiarity shows the students that the content of this lesson is relevant to them. During lesson closing, students are encouraged to discuss their search results and what they have discovered. This process allows students to share their information with their peers. To cater for varying ICT skills and learner diversity, some students will be working in pairs or employing a buddy system. Students are invited to share their results with their peers, and discuss the differences found. This is achieved through the use of Apple TV. iBooks and iPads allow this task to be transferred into an engaging, authentic, and motivating task. The students have a clear goal, as well as the creative license to make the task their own. This results in a meaningful learning experience for all.

Cooperative

Intentional

The goal for the four-lesson sequence is to create their own books on animals and their habitats. This goal enables students to see a purpose to their work, which is a great motivator.

Lesson two: Evidence of use in lesson Active How ICT aids learning experience. The students are being very physically active when The students are using the ipads to take the photos. they are taking photos and when they are researching The students use the ipads and the Britannica to research the their animals they are enhancing their understanding. animals.

Constructive When the students are dressing up and taking photos When taking photos the students are using the ipads. they are being very cooperative and must work well together and take turns Also at start of the lesson there is a class discussion and brainstorm. When brainstorming students are working together to create a larger bank of knowledge. Authentic The book I see a kookaburra is very authentic because it relates to the animals and habitats that are in Australia so the students can relate to this. Students get into pairs so one can dress up and the The students use the ipads to take the photos. other can take photos. They have to take in turns who dresses up and who takes the photos. This involves sharing and waiting their turn. The goal for the four-lesson sequence is to create their own books on animals and their habitats. This goal enables students to see a purpose to their work, which is a great motivator. iBooks and iPads allows this task to be transferred into an engaging, authentic, and motivating task. The students have a clear goal, as well as the creative license to make the task their own. This results in a meaningful learning experience for all. When brainstorming the interactive white board is being used and students can come up and write/draw their ideas up.

Cooperative

Intentional

Lesson three: Evidence of use in lesson Active Students participate in an animal sound station activity and use their iPads to record their findings. How ICT aids learning experience. The pre-recordable Talking Butterflies are a unique tool to use rather than students simply Googling animal sounds. The students will find this activity stimulating and the Talking Based on what students have learnt in the lesson they Butterflies exciting to use. add animal sounds to their book using Book Creator application on iPad. Students will use the ShowMe application on their iPad to record findings. This is a great way to integrate ICT into the lesson rather than using a worksheet (paper and pen). The Book Creator application is great tool to use to display sounds in their book.

Constructive Students are involved in a group Using the Interactive Whiteboard or Smartboard to have a class brainstorm/discussion where they are encouraged to discussion is a great way for students to share their knowledge reflect on prior knowledge/lessons. Their knowledge and ideas with their peers, and discuss the different types of from previous lessons with assist with overall animals and habitats learnt. understanding of particular animals and their habitats. Authentic Students construct their own learning using different Students will get to use a variety of ICT and broaden their forms of ICT throughout the lesson (with the guidance confidence with using these tools. of the teacher if needed). Student-learning is the key of this lesson. After the animal sound station activity students are encouraged to discuss their findings in pairs. This process allows students to compare and share their observations with those of others. The outcome of this lesson is for the students to gather as much information as possible to be able to identify at least one or more animal noise and/or action. Using the application ShowMe on their iPads is an easily accessible tool for students to share their work with others. Students are invited to share their results with their peers, and discuss the differences found (if any). The book that the students create using Book Creator is a great way to present their knowledge about different animals and their sounds.

Cooperative

Intentional

Lesson four: Evidence of use in lesson Active Students finish their books, which involve sounds, images and texts. How ICT aids learning experience. iBooks and iPads allowed the students to complete this task.

Students actively reflect on their task, and discuss what they enjoyed, and how they thought ICT helped them. Constructive Students are involved in a discussion that requires them to transfer their prior-knowledge, as well as new knowledge gained from this unit of work, to answer questions about habitats based on the book The Gruffalo. Authentic Students receive automatic feed back from their peers Video recording of their peers allows them to gain authentic about their books. feedback that does not require good writing skills. Although this is a science task, the students are able The iPads and iBooks allow the students to see how their to see how this can be transferred into a literacy science project can be transformed into a literacy session. session, and other areas of learning. Cooperative Students share their books with another class, and Apple TV enables the students to share their work to their peers each other. Students receive authentic reviews from with ease. their peers, giving them automatic feedback of their work. The worksheet is designed to display what the Photos allowed the students to add a hand written task to their students have learnt throughout the unit of work. It is digital books. directly related to what is required in the book, as well as giving the students a summery of animals and their habitats to include in their book.

Intentional