I feel a combination of a social constructivist approach to learning in conjunction with connectivism is how I view the educational pedagogies I find most beneficial in practice. There is a need for students to construct their learning for a sense of ownership and engagement. However, the idea of the social aspect and connections is key with the growing digital age. Siemens (2005) suggests connectivism is a way to learn from other network and their experiences including technology to gain actionable knowledge.
Some of the new learnings I have had are:
1. Participatory technologies impact information environment greatly (Farkas, 2012, p. 82). Looking at the benefits of participatory technologies, it is clear that these tools have substantial benefit in the classroom. From increasing engagement and ownership to increased reflection and engaging in dialogue with others, students are truly developing the ability to construct new knowledge together (Farkas, p. 85). I believe that when students feel they are a part of the active learning process and it is made available for others to see, they will increase their effort, which in turn improves achievement as suggested in Farkas (p.85). In order for this collaborative approach to reflection to be successful, a constructivist and connectivist pedagogical approach are needed. Teachers need to change their pedagogy and teaching to allow for new technologies to transform their classroom.
2. There needs to be a change in information literacy instruction (Farkas, 2012, p. 82). With the change in the digital world to provide an increased wealth of resources to our students, we need to be thinking more critically as teachers about how we explicitly teach information literacy to help students become information literate (Farkas, p. 89). While we are becoming more connected, we also have to be more critical in analysing and evaluating the resources and knowledge we find (Farkas, p. 88). As teachers, we need to be instilling in our students the idea of online rights and privacy and how to support them in being safe and secure online. While participatory technologies have many benefits, we need to be aware of who has access to them and how they may engage in them. Teaching students how to change their settings to ensure the class only has access to their blogs may be a way to overcome some of these challenges as well as teaching students how to provide constructive feedback online. Thus, teaching transferable skills is key as our world of digital resources continues to grow (Farkas, p. 89). These conversations shouldn’t be happening in one classroom or in the library; rather the dialogue about information literacy belongs in each and every classroom (Farkas, p. 90).
Farkas, M. (2012). Participatory technologies, pedagogy 2.0 and information literacy. Library Hi Tech, 30(1), 82-94.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.