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Running head: CUSTOMIZED LEARNING THEORY1

Customized Learning Theory:

A Constructivist Theory of Learning to Teach Technology in the Classroom

Celeste Wegner

Liberty University Online

CUSTOMIZED LEARNING THEORY2

Customized Learning Theory: A Constructivist Theory of Learning to Teach Technology in the

Classroom

Introduction

Not every student learns in the same way or at the same rate. Learning styles and study

skills are just as varied as the number of students. Teachers’ methods and teaching styles vary

depending on their experiences and educational background. Mark 4 says Jesus used various

methods of teaching, whether in parables or examples, and He explained everything to His

disciples.

One method of learning is by social interaction as students work in groups. This method

incorporates the theories called constructivism. Constructivism has become a common term that

can mean many things to many different people. It is a move away from the traditionalist

method of teaching. While it has become popular since the approaches Piaget and Kohlberg

introduced, it is based on much of their ideas.

Constructivists see students as actively searching for new information and applying it to

previous knowledge and experiences. Assessment is done by the end product and not the process

used to arrive at that point. Many mathematics teachers would disagree with this assessment and

much of the area of technology would not succeed in this way.

For teachers to move from the traditionalist theory to the constructivist theory, will

require time, planning, clarifying and modifying. They may incorporate a combination of

traditionalist with constructivism (Alesandrini, Kathryn and Larson, Linda 2002).


Today society expects high school graduates to be able to accomplish far beyond the

abilities of those in the past decades. In a world where technology is prevalent in all areas of

society, graduates are expected to collaborate work in teams, lead, negotiate, and teach others.

Employers will not employ anyone that is not proficient in critical thinking skills, decision

making, and problem solving. Schools must prepare students to meet these challenges. This

cannot be accomplished any longer by using only traditional instruction. Students must be

taught with a combination of traditional methods and constructivism.

Virus of the Learning Theory

The process of learning goes back to Adam and Eve in Genesis 3. When they disobeyed

God, they learned that sin has consequences. This was the beginning of the theory of

constructivism, where learning comes from past experiences. Throughout the Bible, we see this

concept learned. Abraham learned when he lied about Sarah being his sister. Moses learned

when he was not allowed into the Promised Land because of disobeying God. People have been

learning since Adam and Eve.

Learning takes place in a student’s life every day. Sometimes learning is intentional and

other times learning is unintentional. How this learning occurred, was not researched until the

early 19th century when Ivan Pavlov and B. F. Skinner became interested in how the individual

learns, and they began to research and experiment with the idea. Through Pavlov and Skinner,

we have the concept of classical conditioning and operant conditioning. These theories enforce

learning as students receive either rewards or punishment (Slavin, 2012).

As early as the 19th century the theory of social learning was expanded by Albert

Bandura. He introduced the concept of social learning as students learned by observing and


imitating the behavior of others. Although it was not labeled constructivism, it was learning by

socialization. While the theory of social learning can be effective, Van Brummelen emphasizes a

concept that we must indubitably take into consideration. He agrees with the concept of Piaget,

Pestalozzi and John Dewey, but goes beyond their theories and states that students are also

image-bearers of God. Learning is meaningful only if it leads to an understanding of God’s call

that impels them to respond to discipleship and responsible action (Van Brummelen, 2009).

The Effective Teacher in the Classroom

The effective teacher is one who knows her subject matter, but she must also be able to

communicate her knowledge in a way that students learn and have enthusiasm to learn. In order

for the teacher to be effective, she learns the student’s learning styles and study skills, and how

they apply them. She is an intentional teacher and plans her lessons in such a way that students

achieve the intended learning outcomes (Slavin, 2012).

Carroll’s Model of School Learning and QAIT presents the effective teacher as one who

focuses the quality of instruction, appropriate level of instruction, the incentive for students to

learn and sufficient time for students to learn. Slavin points out that the most important aspect of

learning is the degree to which the lesson is understood by the student (Slavin, 2009). Van

Brummelen says that despite a lot of research on learning we still know little about being an

effective teacher. He believes teachers do much teaching based on their own experiences. In

order for teachers to be effective they must continually analyze and reflect on their teaching and

its effects. Brummelen points out that teaching is a religious act and should lead to walking in

the paths of God (Psalms 32:8). The teacher who leads the students to see life in both the

physical and spiritual realm will be the effective teacher. Van Brummelen portrays the effective


teacher as an artist, a technician, a facilitator, storyteller, craftsperson, a steward, a priest and a

shepherd-guide. The effective teacher will imitate Paul who became all things to all people in

order to win some – 1 Cor. 9:22.

The effective teacher will be one that incorporates Van Brummelen’s model of an

effective teacher and who is all things to all students and Slavin’s QAIT model.

Enhancing Learning through Constructivism

Researchers imply that the Piagetian Theory of Instruction has led to vast amounts of

educational research and that while it has been beneficial in some areas, it has failed to show

how his theory can be put into practice.

Constructivism is different things to different people and has created considerable

confusion and controversy in various areas of education. According to William Coburn,

constructivism is a process of constructing a conceptual framework. We learn by making sense

of what is experienced; therefore a practical idea, and is based on prior knowledge. In this

regard, while constructivism stresses activity, hands on learning is not enough. He says

constructivism is a model intended to describe learning and therefore, the student is always

involved in the process of meaningful learning. The student does not learn by transmission, but

by interpretation. Cobern advocates that further research will be needed to have a more

agreeable world view of constructivism across all educational areas (Cobern, 1993).

David W. Denton, of the Seattle Pacific University, introduces the concept of ‘Cloud

Computing’ into the concept of constructivism. He advocates that the impact of technology in

teaching and learning is anything but metaphorical. Departments of Education throughout the


nation are incorporating cloud computing with traditional educational technology. This is

proving to be a challenge as technology is becoming a part of the K-12 schooling experience. In

many college and graduate classes focus is being placed on constructivist and cooperative

pedagogy.

Constructivism and cooperative pedagogy emphasize the connection between prior

knowledge and unfamiliar information to create new learning. Many lessons that the teacher

utilizes through traditional methods can be incorporated into group activities using the support of

cloud computing. In these group activities students can see the thoughts of their peers as they

type. This promotes open communication which is characteristic of constructivist teaching.

While cloud computing may be some time in the approach to constructivism and cooperative

learning, it is becoming more acceptable as time passes (Denton, 2012).

In his research on constructivism and its role in the classroom, David Perkins found that

it meant different knowledge to different people. He began his research by interviewing various

educators and asking, “What is constructivism?” One interviewee identified it with three roles of

constructivism – the active learner, the social learner, and the creative learner. The active learner

not only learns by reading, listening and working through routine exercises, but they also

discuss, debate, hypothesize, investigate and take viewpoints. The social learner gains

knowledge and understanding socially as they interact with other students. The creative learner

creates or recreates the knowledge that is presented to them. These three learners interrelate, but

the active learner will create activity, in addition, to the social and creative learner.

Constructivism has survived as teachers and students have become aware that active engagement

in learning results in better retention, understanding, and active use of knowledge. The effective


teacher will incorporate constructivist theory into her traditional methods to make available

every possible means of enhancing every student’s education.

Perkins introduces four kinds of knowledge that may be a challenge to the learner. Inert

Knowledge – giving students work that keeps the student alert to what has been learned rather

than “storing” it in the brain and not used. Ritual Knowledge – otherwise termed as routine,

such as birthdates, addresses, or phone numbers. Conceptually Difficult Knowledge – this is

usually prevalent in mathematics and science but may occur in any discipline. Foreign

Knowledge – comes from a perspective other than their own ideas or perceptions that come from

a culture other than one’s own. Constructivism takes into account that different individuals learn

in different ways. If a particular approach does not solve the problem, try another one, whatever

works (Perkins, 1999).

Kersten Reich introduces the theory of interactive constructivism, saying that it involves

the theoretical perspectives of pragmatism, and attempts to reconstruct them for present times.

He states that in recent decades there has been an increasing turn away from theory in education

worldwide. This change has come about as a tendency toward specialization, neglect of social,

cultural and political issues, and departure from the practice. Many teachers are becoming more

aware of the gap between theory and practice sanctioned by constructivists. Interactive

constructivism draws from John Dewey’s views on pragmatism. He promotes the idea that one

must not become so ingrained in a single theory that we stop or hesitate to enlarge one’s views;

change the direction of others and introduce some new perspectives on educational questions and

answers (Reich, 2007).


Slavin’s view on constructivism is that learners must individually discover and change

complicated information, compare it to old information, and revise rules that no longer work. He

draws from the work of Piaget and Vygotsky’s theories of social learning and mixed ability

groups. He supports Vygotsky’s four principles of learning; social learning, the zone of

proximal development, cognitive apprenticeship, and mediated learning.

Constructivist theory emphasizes the top-down rather than the bottom up instruction

which derives from the traditionalist approach. It also promotes the cooperative learning

approach that enhances learning when students communicate through discussion. Discovery

learning teaches the student to learn on their own as the teacher becomes the Encourager and

facilitator. Students learn independent problem solving and critical thinking skills.

Constructivists believe this arouses the student’s curiosity and motivates them to continue to

work until they find the answer. Self-regulated learning and scaffolding are two other areas of

constructivism that encourages the student to work independently, as the teacher guides the

students to work independently with the teacher as the guide.

Slavin supports the constructivist method of teaching content areas. This is especially

beneficial for instruction with students who have difficulty learning. In this method the teacher

models behavior that students do not comprehend. Small groups are designed to help low

achievers who have poor comprehension. This method is effective in all content areas and has

been found to improve low achievers’ skills in questioning and other metacognitive skills.

Van Brummelen presents constructivist teachers as “guides on the side” (Van

Brummelen, 2012). Students learn by interaction with other students. He believes teachers fall


short when learning is dependent on this method. Jesus did more than facilitate, he taught by

reading scripture and called people to follow it. Van Brummelen stresses the necessity of

teachers to instruct the students by setting the stage (preparing), disclosure (presenting),

reformulation (practicing), and transcendence (responding). When the teacher instructs and

models this instruction, students are prepared to fulfill His calling by using their gifts to serve

Him and their fellow man.

Technology in the Classroom

As we have viewed constructivism from many different angles, the question now is: what

place does it play in teaching technology in the classroom? From the views of several

researchers, constructivism poses a departure from traditional teaching practices. As a teacher of

technology in the classroom, the teacher is knowledgeable of the wide variety of purposes to help

students learn. Learning technology falls into several categories; word processing and

publishing, spreadsheets and databases, computer assisted instruction, the internet, multimedia,

integrated learning systems and computer programming.

According to Slavin the fastest growing technology application in schools involves the

internet. Internet gives schools access to a large variety of information. This information can be

used to help students become active, creative learners. The internet gives students access to

instructional games, simulation software, and problem solving programs (Slavin, 2012).

Computers provide opportunities to individualize instruction for students with

disabilities. In order to familiarize special needs students with the technology classroom, all

teachers work together to create objectives that include the activity, create a model, and reflect


upon their respective projects. With the use of computers, teachers witness that constructivism

goes beyond the typical hands on activity (Alesandrini & Larson, 2002).

Technology can be incorporated into any content area as a means of developing higher

order thinking skills, including defining problems, judging information, solving problems, and

drawing appropriate conclusions. A major benefit to integrating technology to support

constructivism includes the ability to obtain relevant information in the form of documents,

photographs, transcripts, video and audio clips. Technology also has the capacity to provide

virtual experiences that otherwise would be impossible. Technology will play a large part in the

efforts to reform education. Technology provides rich and flexible media for representing what

students know and what they are learning. We must ask the question – How can technology

become intellectual partners with students? This will happen when teachers and students

understand that technology is more than hardware. Learners and technologies should be

intellectual partners (Jonassen, Howland, Marra, & Crismond, 2012)

Van Brummelen says that students are a part of a world that cannot function without

technology. This does not provide evidence that teaching and learning improves academic

performance. While technology is taking over some of the tasks of life, it is becoming more

important for people to relate well with others (Van Brummelen, 2009).

A manifestation of the Spirit is given to each person to produce what is beneficial. 1

Corinthians 12:7.

Personal Reflection


As I studied the textbooks and PowerPoint profiles, I have become aware that my

learning theory is a combination of traditional and constructivism. My learning occurs best in a

hands on environment. I work best when I am doing something actively rather than in a

lecturing or viewing environment. As a teacher of technology, my planning must take into

consideration that all students do not learn according to my learning style.

When planning the lessons and activities for my students, I will take into account what I

learned from my Study Skills Inventory and adjust my study skills to meet the needs of my

students. I will establish behavior expectations and instruction, and then become a facilitator as

students work individually and in small groups. My Philosophical Methodology of Learning

Profile results made me aware that my strengths are in Traditionalism and Progressivism. This

will reveal itself in my style of teaching. As a traditionalist, I will give instruction on how to

approach the lesson, and the steps that are to be taken. Jesus gave his Disciples instructions and

then sent them out to follow through with those instructions. He kept their efforts at His

attention. As a progressivist, I will guide students to explore all possibilities on the computer.

They will be given projects, both individually and in cooperative groups, which will encourage

critical thinking, problem solving, and decision making. Assessments will be made on both

work in progress and the end product.

Students will begin to think about technology as a learning tool that students learn with,

not from as their learning changes.

Conclusion


Studying the learning theories of constructivism made it clear that the teacher will need to

incorporate the traditional learning theories with constructivism. Students come from various

backgrounds and abilities. This has a tremendous effect on how they learn.

While teachers have relied on tradition methods to a large extent in the past,

constructivism has also been practiced. Teaching must put the emphasis on the student’s

individual needs, and their abilities to work both independently and in small groups. The recent

trend seems to be on constructivism, even though it goes back to the theories of Piaget and

Vygotsky. The student gains much knowledge by interacting with other students. The teacher

presents the necessary instruction and allows the student to develop critical thinking skills and

problem solving by working with a group.

Erikson theorizes that students begin learning at an early age, and they continue to

develop through stages that build on each other. The intentional teacher designs the classroom

so that students move through these stages according to their abilities and learning styles. The

classroom is a place where students feel safe, loved, encouraged, and eager to learn. Students

receive instruction whether their learning style is auditory, visual, or kinetic. Technology is

incorporated into the lessons, as well.

The teacher that is cognizant of their learning style will take it into consideration and, if

needed, will work with other teachers of a different Philosophical Methodology of Learning

Profile. As the teachers plan and work together, students of every learning style can become

successful.


The effective teacher is the one who displays the fruit of the Spirit: love, joy, peace,

patience, kindness, goodness, faith, gentleness and self-control in her every day work with her

students (Gal. 5:22).


References

Alexandrim, K., & Larson, L. (2002). Teachers Bridge to Constructivism. The Clearing House,

75(January/February), 118-121.

Brummelen, H. W. (2009). Walking with God in the classroom: Christian approaches to

learning and teaching (3rd ed.). Colorado Springs, CO: Purposeful Design Publications.

Cobern, W. (1993). Constructivism. Journal of Educational and Psychological Constructivism,

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Denton, D. (2012). Enhancing Instruction through Constructivism, Cooperative Learning, and

Cloud Computing. TechTrends, 56(4), 34-41.

Jonassen, D., Howland, J., Marra, R., & Crismond, D. (n.d.). How Does Technology Facilitate

Learning? | Education.com. Education.com | An Education & Child Development Site

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http://www.education.com/reference/article/how-does-technology-facilitate-learning/

Perkins, D. (1999). The Many Faces of Constructivism.. Educational Leadership, 57(3), 6-11.

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Classroom. The Social Studies, 90(1), 28-33. Retrieved September 17, 2012, from the

ProQuest Central database.

Slavin, R. E. (2012). Educational psychology: theory and practice (10th ed., International ed.).

Boston: Pearson.

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