ITEC 800 Question of the Week (11/3/-11/10) - Chapter 7
Vygotsky's learning theory describes a concept called Zone of Proximal Development. Describe your own 'zone of proximal development.' What did you learn that was just out of your reach? What scaffolds were in place to support you? How did your 'community of learning' facilitate your ability to learn the new skill, concept, etc? How will this experience influence how you will instruct others?
posted by Regualr Eco Jane @ 9:53 PM
1 Comments:
Society is experiencing rapid changes. The introduction and integration of computer technology in society has tremendously increased the opportunities for social interaction. Therefore, the social context for learning is transforming as well. Computer technology has become a necessity in today’s society, and as a result, is becoming essential in our schools.
Whereas collaboration and peer instruction was once only possible in shared physical space, learning relationships can now be formed from distances through cyberspace.
In my classroom students are encouraged to work together in groups to reach common goals. Students can benefit from sharing ideas rather than working on their own. Students are allowed to help one another so that all can reach some measure of success. Students work individually, but towards a common goal. My classroom is very much student-centered, with the teacher as facilitator and the students as information seekers.
The zone of proximal development was Vygotsky’s explanation of the area of learning located between a person’s current understanding of a topic and potential understanding of that same topic. The ZPD contains skills and concepts that are not yet fully developed but are on the edge of emergence-emerging only if the child is given appropriate support.
One item that helps navigate student learning through the zone of proximal development is the constant collaboration that revolves around computer technology rich activities.
In my classroom activities, I try to incorporate high order thinking skills like comparing, classifying, deducing, analyzing, constructing, and abstraction of themes. My goal is to enhance the forward motion of each student’s zone of proximal development and the progression of the student through that zone.
Many times, as a teacher, I am left to be a helpful outside source of knowledgeable information because the student controls his or her zone of proximal development.
Students are often confused with new technology rich activities because of the unfamiliar nature of the language of the topic. To help relieve the confusion, the student needs to be actively engaged in the experience of the material to become familiar with it. By focusing on keeping the student actively working, the student does not feel pressured and can work at an individualized speed. Technology rich activities are appealing because they provide structure and guidance both for students and teachers.
When planning learning experiences for my students, I need to be fully aware of the various learning styles of the students in my class as well as the pedagogical nature of my intended learning. As technology assumes a larger place in our school, it is essential that I provide intentional, focused guidance based on my experience as a teachers and an educator.
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