Collaborative Classroom Technologies

“In order to challenge digital technologies to deliver a genuinely enhanced learning experience, it is possible to use the educational theories already developed about what it takes to learn” (Laurillard, 2009). Effectiveness of collaborative learning largely depends on the quality of student interaction (Kaendler, Wiedmann, Rummel, & Spada, 2015).

Laurillard(2009) writes about four different learning theories:

Instructionism is the most prominent theory with instruction being the main focus and using technology for assessing.  

Constructionism is building knowledge from making doing and sharing. Learners have to share and discuss the actions they take, and the products they make, in the practice environment (Laurillard, 2009). 

Socio-cultural learning is the importance of conversation in learning and making use of communications technologies (Laurillard, 2009). 

Collaborative learning combines the social and construction elements of learning and integrates technology to support both.

The best approach for my assignment and lesson planning is a combination of all learning theories as each approach focuses on a different aspect of the learning process and different uses of digital technologies. 

Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review. Educational Psychology Review, 505-536.

Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 5-20.