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Teacher Development and Constructivist Learning Plan

Teacher Development and Constructivist Learning

Plan
ETEC 530 Prof. Diane Janes
University of British Columbia
Catherine Fowler
March 9, 2014

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Teacher Development and Constructivist Learning Plan

Whitehead, B. M., Jensen, D. F., & Boschee, F. (2013) state that, At the core of a
successful education system is an effective technology plan [which] focuses on increased
students achievement as the overall goal[including] professional development.
In [an] online survey of staff, 64% of staff said they were not sure if the district has a
technology plan. 66% of teachers said their school did not have a technology plan or did not
know if their school had a technology plan. (Berger, Amit , Chris King, and David Ell, 2011)
The survey was a result of an IBM technology review that showed, the lack of a district,
centralized technology plan. (Berger et al., 2011) The review made many recommendations and
our district is in the process of updating the infrastructure and though a technology plan is
tentatively set in place which includes device equity among schools, technology use is still hit or
miss creating have vs. have-not schools in our district. Teachers and Administrators with an
interest to integrate technology into their classrooms and schools find ways to do so while others
do not. My concern is that even with a centralized plan in place, the integration of technology
will be up to the individual teachers in their classrooms.
When I transferred to my current school I was surprised by their lack of technology use.
I had come from a technology-rich environment, a neighbouring school in the same district,
where technology was widely used by most teachers in a variety of ways. The up-to-date
computer lab was always in use, there were also class sets of laptops and iPads that circulated the
school. Teachers used technology for their Professional (Personal) Learning Communities and
encouraged group work and collaboration both within and outside the school. When I first
brought up the topic of technology in my new school, it was not a concern for them and when I
presented my own opinion for changing that, I was met with resistance. Thankfully the
administrator was new and we had a similar vision for using technology in the school. With his
support and ultimately the support of the staff, we decided on changing my role from TeacherLibrarian to include Technology-Teacher and provide technology specific classes, under the
umbrella of Library prep time.
Changing my role to include the title of Technology-Teacher was the beginning of the
process of changing teachers perceptions regarding technology. I am serving as a voice and

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Teacher Development and Constructivist Learning Plan
leader in this change. As a leader I am in the process of implementing a plan in my school. This
paper serves as an argument for using constructivist theory for the creation and implementation
of a technology plan for my school. According to Gilakjani, A. P., Leong, L. M., & Ismail, H. N.
(2013) There is a close relationship between technology and constructivism, the implementation
of each one benefiting the other.
There are varying examples and definitions of constructivism Pailys (2013) definition is;
Constructivism is active construction of new knowledge by the learner based on
their experiences. In a constructivist learning situation learners bring unique prior
knowledge and beliefs and knowledge is constructed uniquely and individually, in
multiple ways, using a variety of tools, resources, and contexts. Learning is both
an active and reflective process. The learners knowledge structure is expanded
through the process of assimilation and accommodation facilitated by multiple
perspectives from more knowledgeable others. Though the meaning making takes
place through social interaction and collaboration, learning is internally controlled
and mediated by the learner.
I chose this definition as it clearly focuses on the learner and their active role in learning
as well as the importance of the environment and school resources.
To establish a need for a technology plan in our school I accessed our districts specified
values and goals for our students. Constructivist theory supports those values and goals for
collaborative planning, diversity of opinion, creativity and innovation, student-centered learning,
inclusion, engaging learning environments, and the recognition of unique needs of students.
District Values and Goals

High ethical standards and mutual respect.

Collaborative planning, committed action, accountability for results, and

celebration of success.

Diversity of opinion, creativity and innovation.

Student-centered, principled and informed decision making.

Compassionate, inclusive, safe and caring schools.

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Teacher Development and Constructivist Learning Plan

Engaging learning environments that are responsive to unique student

strengths and capabilities. (Nanaimo-Ladysmith Public Schools, 2012)

Engaging learning environments that are responsive to unique student strengths and
capabilities. This goal can specifically be met through a constructivist approach and the use of
technology.
By using technology in a constructivist approach, teachers can involve students in
learning activities, they can structure the instruction to meet different learning
levels and styles, and they can broaden the range of resources that are available to
the learner. This allows the technology to be more than just another way to
present information; it becomes the system in which information is presented.
(Gilakjani et al., 2013)
There is an abundance of research showing that technology can be instrumental in
meeting the goals for our students as outlined above, yet teachers still show a reluctance to use
technology to its greatest advantage. Why? There could be many reasons including, lack of
time, training and incentives, coupled with large class sizes and incongruence with teacher
beliefs, (Hirumi, 2002) or the teachers attitudes often stop them from fully integrating
Technology into their course design. This hesitation leads to technology being used as a
substitute for other tools in their traditional teaching styles instead of as a new approach to
instruction. (Gilakjani et al., 2013) Another reason for the lack of technology integration is
leadership. Without leadership teachers are left to find training, learn about new technologies
and procedures and trying to find resources on their own. This results in some students having
access to a variety of devices, programs and opportunities to enrich their learning that others do
not.
As the Teacher-Librarian and Technology teacher I have the opportunity to work with all
the students and teachers in my school. I create my own curriculum to support each class and in
doing so I am able to integrate technology through my program where I see it working best. My
technology classes are based on Project or Problem Based learning strategies. The students are
able to choose many of their own topics and how they wish to present their learning. Technology
has made this type of learning possible for all of my students, no matter their ability level. By

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Teacher Development and Constructivist Learning Plan
using these strategies in my classes, I model the use of technology for both the teachers and
students and provide a safe environment for them to try different devices, hardware and software.
Improving technological competency for teachers is one of the goals our district has
defined, however there is nothing in the document to explain how teachers are to achieve this
competency.
Our districts goals for teachers are to:

Empower teachers with the necessary tools and resources needed to improve
students academic achievement.

Increase teachers technological competency.

Increase availability and accessibility to electronic resources and knowledge base

resources for students and teachers and staff members. (Nanaimo-Ladysmith
Public Schools Strategic Plan., 2011)

To assist in achieving these goals I intend to provide the necessary relevant professional
development based on a constructivist model of learning to give the teachers the skills and
confidence to integrate technology into their programs.
The first step of my plan involved purchasing technology for my school so with the
approval of my administrator and the school committee we recently purchased 15 mini-iPads and
constructed a charging cart and developed a sign out procedure. I oversee the sign-out procedure
and keep the iPads up-to-date.
I chose iPads for our school because, there is evidence that iPads enhanced the learning
experience and transformed Teaching practice. (Clarke &Luckin 2013) They afford mobile
learning for collaboration, just in time learning, ease of use, touch-based access rather than
login procedures, independent, immediate and versatile learning. The wide range of apps and
access to Cloud-computing enables both teachers and students to explore alternative resources
and assessments. Clarke & Luckin (2013) found, In addition, teachers felt that the devices
enabled them, as teachers, to promote independent learning, to differentiate learning more easily
for different student needs and to easily share resources both with students and with each other.

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Teacher Development and Constructivist Learning Plan

Clarke & Luckin (2013) note that, there are recognisable phases in teacher
familiarisation with these devices and their integration into classroom activity. Many teachers
would not be willing to take the time to familiarize themselves with new devices and technology
on their own. Therefore, the second step of my plan following Pailys (2013) 5E Approach to
Constructivist Learning was to create a plan to encourage the implementation of our newly
purchased technology. Just adding a technology tool to a traditional teaching approach does not
produce more effective instruction and [may] make the process harder and more complex
without providing much benefit. (Gilakjani et al., 2013)
Pailys (2013) 5E Approach to Constructivist Learning is an outline of a lesson plan
that ensures that key constructivist characteristics are applied. The 5Es are; Engage, Explore,
Explain, Elaborate, and Evaluate.
Teachers should design and provide learning activities and experiences
characterized by collaboration, cooperation, multiple perspectives, real world
examples, scaffolding, self-reflection, multiple representations of ideas, and social
negotiation. (Paily, 2013)
The intent of the Learning plan (Appendix A) is to not only assist teachers with the
integration of technology but to model an effective constructivist approach to learning. Rather
than overwhelming teachers with new information, as is often the case in a Professional
Development workshop, this plan allows a gradual implementation of iPads into the classroom.
My role in this constructivist environment, is to facilitate and guide the knowledge construction
process by engaging students [teachers] in meaningful learning. (Paily, 2013)
Acknowledging that time is precious for teachers I will use our districts mandated
Professional Learning Community time or a portion of our staff meeting time for each stage.
I am currently at the beginning of Step Two of this plan. As stated, I have purchased the
devices and set-up procedures to sign them out. I use the devices with my classes through the
library and am generating interest through the students. I have provided my administrator with
the Learning Plan and he has given me the approval to start with the Engage portion at our next

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meeting. I feel confident that my colleagues will respond well to the Learning Plan and will be
eager to implement some of the ideas generated through our sessions in their classrooms.
As more teachers become familiar and comfortable with technology our districts goals to
ensure collaborative, student-centered, inclusive and engaging classrooms will be met.

Appendix A

Teacher Development Constructivist Learning Plan

Engage
This stage should stimulate curiosity and activate prior knowledge of student. The
activity should be a problem or an event that raises questions and motivates
students to discover more about the concept.

Question: How can we better support and engage the wide variety of learners in our
classrooms? How can we create student centred classrooms?
Teachers will view a short video showing a variety of iPad use in the classroom.
Video: http://www.youtube.com/watch?v=oYLirypK_Yo
Teachers in their grade groups will collaborate on a mind map the ways they could
envision using technology based on their prior knowledge and the new information from the
video. Mind map: https://bubbl.us/
Teachers will be shown how to navigate and use the native functions of the iPad, such
as two finger zoom, swiping, changing text size, single and double tapping, and Safari, Notepad,
Siri, and search functions. Anyone needing 1:1 support will be partnered with a more
knowledgeable partner to learn the basic navigation skills needed for the iPad.
Extension: Teachers will be encouraged to sign out an iPad to explore at home. IPads are
loaded with a variety of apps for all grade levels including apps for collaboration, white board,
creativity, writing, group work, and skill and drill practice.

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Teacher Development and Constructivist Learning Plan
Explore
Students need the opportunity to actively explore the concept in a hands-on
activity. This establishes a commonly shared classroom experience and allows
students to share ideas about the concept. This phase of the 5 E's provides
students with a common base of experiences.
Teachers will use the iPads to explore 3 or 4 apps appropriate for their grade level and
share with their peer group the possible uses for them. For example the intermediate (Gr. 4-6)
teachers will explore the math apps, Geoboard, Virtual Manipulatives, 3-D Geometry, Numblr,
Fill the Cup, Chicken Coop Fractions and Khan Academy App. These apps cover a wide range
of topics in the math curriculum and can be used for a wide range of uses including exploration,
practice, explaining and evaluation. Teachers need time to explore these apps before sharing
with their students.
Teachers will learn how to search for apps for specific interests, topics and curriculum. I
will provide time in my schedule to work collaboratively with teachers in the classroom to assist
with the transition to this technology and to provide support for the teachers.
Extension: Teachers will be encouraged to sign out the set of iPads for at least two,
hour sessions to have their students explore the apps the teachers have used and chosen for their
classroom.
Explain
This phase of the 5 E's helps students explain the concepts they have been
exploring. They have opportunities to verbalize their conceptual understanding or
to demonstrate new skills or behaviors.
Collaboratively, teachers will create a list or database of apps they would like to use or
have found useful in their classrooms by using a social bookmarking site such as Pinterest,
Stumble Upon, Reddit, or another site they are familiar with including Twitter or Facebook if
they prefer. Teachers will share their experiences with a peer group adding new ideas for ways
they might use iPads in the classroom.
Elaborate
This phase of the 5 E's extends students' conceptual understanding and allows
them to practice skills and behaviors. Through new experiences, the learners

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Teacher Development and Constructivist Learning Plan
develop deeper and broader understanding of major concepts, obtain more
information about areas of interest, and refine their skills.
Teachers will view a SpicyNodes presentation from EdTechDiva
(http://edtechdiva.wikispaces.com/The+One+iPad+Classroom) showing how iPads
can be used in a variety of ways, Individual or 1:1 use, pass around, stations or pairs or for whole
group activities. This will show how even one iPad in a classroom can make a difference.
New apps will be shared such as Keynote, Pages and whiteboard apps. Skills such as
uploading to Drop Box or Evernote, setting up a Blog page using an iPad and importing PDFs
will be shared and practiced. I will assist teachers in setting up accounts for Drop Box or setting
up a Blog space.
Extension: Teachers will be encouraged to set up a Blog space to have their students add
to when using the iPads.
Evaluate
This phase of the 5 E's encourages learners to assess their understanding and
abilities and lets teachers evaluate students' understanding of key concepts and
skill development. The teacher must create a quality assessment to gauge the
learner's understanding of the topic. The students must also be able to reflect on
their own understanding and progress.
Teachers will reflect on their process of learning. I will be able to evaluate the
effectiveness of the plan by monitoring who is using the iPads and how often they are used by
reviewing the sign-out sheets and by observing which teachers seek collaboration in their
classrooms.
Working in groups the teachers will use iRubric to create a Rubric to show their own
comfort level and/or their integration of technology into their programs to self asses their
progress.
Alternate site: http://rubistar.4teachers.org/
Further Teacher Development will include using Learning Management systems available
for iPads, such as Edmodo, using Web 2.0 tools and Google+ tools such as Google docs for
sharing and collaborating.

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Teacher Development and Constructivist Learning Plan

From Diane Janes

To Catherine Fowler
Cc
Sent Sunday, March 16, 2014 4:27 PM
Subject mark and comments Assignment 1

Hi Catherine...a good overview of the issues between constructivist learning and teacher
development that you describe...clear, concise and easy to read ...good use of sources and

fair use of APA (except when quoting - review the APA rules on quoting in the body
of the work and when putting author/date citations in the body of the work using
page citations as well; also the reference - there were some inconsistencies)... my
only critique - I would have liked a more critical approach in your discussion; it was close and
your own voice did add to the paper...overall an enjoyable piece...37/40

Bibliography
Berger, Amit , Chris King, and David Ell. (2011) Building a Strong and Optimized IT
Foundation for the 21st Century. SD 68 Documents IBM K-12 Education. SD 68, n.d.
Retrieved February 20, 2014, from www.sd68.bc.ca/Documents/IBM%20Review
%20June%2029%202011.pdf
Clark, W., & Luckin, R. (2013). iPads in the Classroom. What The Research Says. Retrieved
February 25, 2014, from http://pdf.thepdfportal.com/PDFFiles/61713.pdf
Gilakjani, A. P., Leong, L. M., & Ismail, H. N. (2013). Teachers Use of Technology and
Constructivism. International Journal of Modern Education and Computer Science, 5(4),
49-63. Retrieved February 21, 2014, from http://www.mecs-press.org/ijmecs/ijmecs-v5n4/IJMECS-V5-N4-7.pdf
Hirumi, A. (2002). Student-centered, technology-rich learning environments (SCenTRLE):
Operationalizing constructivist approaches to teaching and learning. Journal of
Technology and Teacher Education, 10(4), 497-537. Retrieved February 14, 2014, from
http://www.ryerson.ca/activelearning/files/student-centered.pdf
Nanaimo-Ladysmith Public Schools Strategic Plan. (2011) SD 68 Documents Strategic Plan.
N.p., n.d. Retrieved February 21, 2014, from www.sd68.bc.ca/Documents/StrategicPlanfinal.pdf.
Paily, M. U. (2013, February). Creating Constructivist Learning Environment: Role of" Web 2.0"
Technology. In International Forum Of Teaching & Studies(Vol. 9, No. 1). Retrieved
February 21, 2014, from http://www.americanscholarspress.com/content/IFOTS-One2013.pdf#page=39
Review Sets Out Roadmap for Educational Technology in SD68. (2011, June 29). School
District 68. Retrieved February 25, 2014, from www.sd68.bc.ca/Documents/IBM
%20Review%20Summary%20June%2029%202011.pdf

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Teacher Development and Constructivist Learning Plan
Whitehead, B. M., Jensen, D., & Boschee, F. (2003). Planning for technology: a guide for school
administrators, technology coordinators, and curriculum leaders. Thousand Oaks, Calif.:
Corwin Press.