According to social learning theory, learning takes place when students are actively engaged in constructing knowledge collaboratively with others (Laureate Education, Inc., 2009). This type of social learning, known as social constructionism, is similar to the constructionist learning theory. Both focus on construction of artifacts, but in social constructionism, students work collaboratively.
Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that technology can be effectively incorporated into collaborative learning activities. They suggest that students work collaboratively to construct technology-based artifacts, such as multimedia presentations or web sites. They also take the idea of collaboration between students one step further by suggesting technologies that allow students to collaborate with peers from other geographical locations. Communicating with keypals, or email pen pals, is one way to encourage social learning between students of different cultural backgrounds. Other social networking tools, such as Skype, wikis, and Voice Thread, can also encourage collaboration beyond the walls of the classroom.
When implemented correctly, social learning will lead to an increase in student engagement and motivation. When faced with the task of learning new information, I believe that students prefer to feel as though they are part of a team rather than an individual. Outside of school, students gravitate toward technology-based social networking. Current technological advances allow for almost constant socialization. Students communicate more than ever through text message, email, and social networking web sites. Social learning has become their way of understanding the world. As educators learn to address the needs of millennial learners, social learning theory becomes increasingly relevant in the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Corinne, I completely agree that students would rather work with others when learning something new or when working with something very difficult, rather than figuring it out by themselves. When they can bounce an idea off someone before they try it, or if they can give and get input, it makes the process more fun and much less stressful. Also, when they see the person that they thought was "smarter" than they were having trouble as well, or when they can help that person, it gives them a confidence boost.
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ReplyDeleteI agree that students gravitate towards social networking outside of school and that we as educators should be bringing it into the classroom. Have you tried networking with other schools? Do you know any safe sites that run this type of program? I would love to get one started, but have struggled with parents on using technology in the classroom. Social sites have scared parents from allowing their students to take part in any kind of networking what-so-ever at our school. I have at least one parent phone call every week about the blog that we use in class. Have you had any successes with parents and using technology in the classroom?
I have never tried networking with other schools. I think it would be possible through our county's Blackboard program. Since the whole county is enrolled, I could contact another teacher in the county and we could "enroll" each other's students in our classes. Then we could set up a blog or wiki that all students can access. Since my county uses Blackboard (it's really similar to the course pages we use for Walden), I have never run into problems with parents opposing the use of blogs and wikis. However, I have not tried using other types of web 2.0 or networking technology in my classroom.
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