Learning Theory Statement

The four lessons that comprise our ICT learning project embrace the
evidence-based learning theory of constructivism. Constructivism
postulates that knowledge is derived from the interaction between ones
own experience and their ideas. It is not enough, according to the theory,
that students passively read and regurgitate information; instead, they
must personally engage with information in meaningful ways to learn
effectively. It is generally accepted that constructivist lessons contain the
five elements; each of which guide the design of our lessons and choice of
ICT.
Active: According to constructivism, the more active and personally
engaged a student is with the content, the greater their comprehension
and retention. Because of this, lessons should be designed so that
students manipulate, discover, and create reflecting against their values
(Good & Brophy 1994). In a number of our lessons therefore, students are
required to perform high-order tasks that demand such engagement,
including critically evaluating the merit of an economic decision, or
formulating an argument about a controversial economic issue like raising
the legal drinking age.
Furthermore, to facilitate this active learning, the ICT Storm Board is
utilised to brainstorm collaboratively and organise information in
significant ways. Storm Board also has the functionality of allowing peers
to vote on posts and add rebuttals, further enhancing their engagement
with the lesson. Finally, the incorporation of YouTube clips enhances the
sensory experience of learning, particularly visual and auditory form of
information, rather than basic text.
Constructive: New learning builds upon prior understanding, with students
needing to make connections between their current knowledge and new
content (Good & Brophy 1994). A number of our lessons accommodate
this by requiring students to create a mind map outlining their current
knowledge on the topic, then uploading to their blog to be viewed later.
In doing so, the teacher is able to gauge students current knowledge, and
ensure that the new information builds upon it. In addition, our lessons
require students to upload their completed course work to their blog,
allowing the teacher to monitor their progress and resolve any issues
before progressing to the next topic.
Authentic: Constructivism suggests that learning is more effective when
activities mirror those that students will encounter in the real world (Good
& Brophy 1994). In addition to incorporating real-world, relevant topics in
our lessons, authenticity is also enhanced by the ICT utilised. To

elaborate, the workplace of 21st century is characterised by collaboration

and the integration of technology. With an emphasis on group work, and
the utilisation of collaborative online tools such as Storm Board and
Kidblog, students are being prepared to thrive in the work environment of
tomorrow.

Co-operative: According to this theory, students learn most effectively in

group scenarios because it allows students to articulate and compare
their ideas. Learning thus takes place as students try and work through
their difference of opinions and derive at mutually acceptable conclusions
(Good & Brophy 1994). Most activities in our lessons therefore involve
teamwork, and specifically require students to discuss their opinions and
form arguments. Furthermore, the use of the ICTs Kidblog and Storm
Board encourage students to comment on each others work, while also
freeing interaction from space and time restrictions.
Intentional: Learning should also be intentional if it is to be meaningful
and effective for students (Good & Brophy 1994). Our lessons ensure
this element is catered for by setting clear instructions with achievable
goals, and allowing students to share their findings. For example,
students must collaborate and research the governments new HECS
policy as to decide whether this action will lead to an unacceptable drop in
prospective university students. They are then required to consolidate
and share their findings with the class.
Along with constructivism, our lessons are informed by the Substitution
Augmentation Modification Redefinition (SAMR) model. The ICTs we
incorporate into our lessons go beyond mere substitution and
augmentation. These ICTs align with the modification and redefinition side
of the spectrum. Storm Board in particular allows real-time collaborative
interaction among students in ways traditional classrooms simply cannot
achieve (Puentedura 2011).

References
Good, T.L. and Brophy, J.E. (1994), Looking in Classrooms, Harper Collins
College Publishers,
New York, NY.
Puentedura, R., Ph.D. (2011), SAMR and TPCK in Action. Retrieved from:
http://www.det.wa.edu.au/ipadsforeducation/detcms/navigation/
literacy-and-numeracy-focus/?page=all#internalSection6