Technology+Integration

Classroom Use and Technology Integration
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Vygotsky’s Goals for Instruction
Vygotsky believed students learned as a result of social and cultural development and placed importance on learning from others (whether they be older or in one’s peer group) who are more knowledgeable in ways that are socially and culturally appropriate. He also believed learning takes place within the zone of proximal development, a “zone” defined by the difference between what students can do individually and what they can do with assistance. By taking a Vygotskian approach to learning, instruction is directed within this zone with the assistance of a more advanced or more knowledgeable individual.

Applying a Vygotskian Approach to Sixth-Grade English
Vygotsky’s social development theory can be employed in many ways in the classroom setting, especially by use of the scaffolding technique. Scaffolding, much like it sounds, refers to the presentation of structured supports by a teacher to a student. As the learner becomes more skilled or adept at a concept, these supports are gradually removed; this allows the learner to grow to a place of independent work and understanding. Other ways to incorporate social development are by use of reciprocal learning, where the teacher and student take turns leading the lesson, and by peer collaboration. To explain how these techniques can be utilized, let’s imagine a sixth-grade English classroom. Over the past several weeks, the class has been reading a novel. Rather than the teacher assume all teaching responsibility and expect a uniform interpretation of the novel by all students, the teacher can assume more of a facilitator role. The teacher may begin the discussion by asking one or more students to first recap the chapter assigned for homework. In this way, students are being encouraged to retell events and build their description abilities. Vygotsky believed students should first be presented with a clear and definitive foundation before being guided into development. Before studying the chapter further, this particular teacher might then present a list of vocabulary words from that chapter, which some students may be familiar with, and others may not. By presenting a list of words, discussing their meanings, and modeling them in definitive sentences, the teacher is presenting several psychological tools (speech, memory, definition) to assist students learn new vocabulary. These tools all serve the common purpose of assisting learning.

Continuing in their discussion of the assigned chapter, the teacher then may ask open-ended questions about the reading, thereby promoting communication and guiding comprehension. Listening to other students’ thoughts and participating in conversation exemplifies cooperative learning, in which students are strengthening their thinking skills by relating their own understanding to the contributions of others.

Rather than following this format for each post-chapter lesson, the teacher may instead opt to employ reciprocal teaching after first modeling the lessons for several chapters. In this way, partners or small groups of students may each be assigned a later chapter in the book. It is then their responsibility to present the new vocabulary and lead their classmates in the discussion.

Continuing to teach in a Vygotskian approach, the teacher could assign a writing project. First, however, the teacher must model the appropriate essay format to the sixth-grade students who are just learning advanced writing styles. To do so, the teacher uses a scaffolding technique and diagrams the three main parts of the essay (introduction, body, and conclusion) on the board. The teacher may also distribute handouts with diagrams and essay examples to the class. Each day, the teacher may touch on the parts of an essay, first explaining and reiterating, then approaching but asking for assistance naming or describing components, gradually working to a point where the students know the parts of an essay without being reminded or referring to their handout. Throughout the writing process, the students may be encouraged to participate in peer editing workshops where classmates share constructive criticism. In this way, Vygotsky’s theory that social interaction with a more knowledgeable peer helps learners understand information and organization in a socially acceptable way is exemplified.

Designing the Classroom
Vygotsky was a firm believer in the importance of psychological tools. He claimed these tools, such as speech, numbers, maps and rules, are passed down from our cultural heritage and assist our mental functioning. These tools reinforce ideas and concepts and encourage learning. This particular classroom would incorporate posters detailing basic things like parts of speech and the alphabet, as well as those reinforcing the topics being covered, like literature genre, famous authors, and grammar rules in its décor. In addition, the classroom would have a place to showcase student work, as a way to encourage peer learning.

Another important aspect of the classroom would be the availability of computers with internet access. The computers could enable students to work cooperatively in an extended classroom and create a more resourceful medium for peer collaboration and socialization. These aspects of the classroom would all contribute to a more social and, based on Vygotsky’s theory, a more effective learning environment. = =

Vygostky’s theory revolves around social learning and development. He believed in peer collaboration and cooperative learning. To demonstrate Vygotsky’s theory, technology could be usefully integrated into the classroom in the form of computers and internet. This would enable students to utilize things like blogs and wikis in order to work together and create a unique learning environment which utilizes the contributions of all students, as well as the teacher.

Through this technology, the teacher can continue to fill his or her role as a facilitator. Using the blog for example, the teacher could propose open ended, leading questions for the students to consider. The students could then post their individual responses as well as view the responses of others. Then, the students could discuss and critique the responses of their peers as part of a group effort to attain a greater comprehension of the material. Another aspect of Vygotsky’s theory is project based learning. An effective use of technology to promote project based learning is implementing the use of wikis. Through wikis, students can once again work together on any sort of project to achieve a group goal.

These technologies enable students to create a social environment in which they work cooperatively, in mixed ability learning groups and utilize the zone of proximal development with assistance from the teacher who is acting as a guide; all of which are aspects of Vygotsky’s learning theory of social development.



__Sources__

Ryan, K., Cooper, J., & Tauer, S. (2008). //Teaching for Student Learning: Becoming a Master Teacher// (pp. 72-75). Boston: Houghton Mifflin Company. Snowman, J., McCown, R., Bichler, R. (2009). //Psychology Applied to Teaching// (pp. 46-51). New York: Houghton Mifflin Company.

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