VyGOTSKY'S CONSTRUCTIVISM and ZONE OF proximal development
Lev Vygotsky was a Russian psychologist who believed that through language, higher mental functions are acquired by learners. Vygotsky observed children tested on tasks both independently and in collaboration with adults. He noticed that more learning took place when children were given opportunities to collaborate and concluded that learning is a social and collaborative activity. The most important aspects of Vygotsky's theory are that learning occurs through social interaction and within a child's Zone of Proximal Development (ZPD). The ZPD is defined as the distance between the child's actual development (the tasks the child can do independently) and the potential for development (the tasks a child can do with the help from a more knowledgeable other (MKO) who can be either adults and/or peers.
With appropriate scaffolding and assistance within the Zone of Proximal Development, learning takes place. Learning is scaffolded for the student by a teacher or more knowledgeable peer. As the student is guided through his learning, the scaffolding is taken down and eventually removed when it is no longer necessary. Some common examples of the Zone of Proximal Development can be found by clicking here.
Constructivism and active learning
A constructivist classroom is an active learning environment. In this setting, learning is enhanced through social interaction as students share ideas and knowledge and learn from others. The students are in control of their learning. Students are actively engaged in the learning process as they collaborate with others and take the initiative to make sense of the information in a meaningful way. The teacher knows what he wants the students to learn and sets up activities to help them discover this learning. The teacher is the facilitator and the guide scaffolding the students' learning through appropriate questioning and guidance along the way. In this type of classroom, students are analyzing and synthesizing information and thinking critically. Together they are co-constructing knowledge and verifying understanding. Afterwards, time for reflection is given to help students retain the information so that it can be transferred to other learning situations.
Integration of instructional technology in a constructivist classroom
Putting technology in students' hands gives them many more tools to help them construct knowledge. Students are more active in producing knowledge and how they present it because technology provides them with so many different ways to do so. There is not just one set path to discovery and the integration of technology does not always lead to a predetermined outcome as students uncover new learning along the way. Student learning can extend globally as they interact with students in other states and countries. Dialogue can continue even when the school day ends through email, blogs and web quests. Further, multimedia, digital photography and word processing allows students to be expressive and creative.