Students can pose questions and receive answers from

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Unformatted text preview: are-realized scaffolding functions can also be supplemented with human scaffolding provided by teachers or other students. This combination can help students acquire scaffolding behaviors for use with their interactions with teachers and other students (Kozma & Schank,1998). Broadening the Learning Community with Technology It is common for constructivists to use the metaphor of a community to describe the types of learning environments they envision. For example, constructivists write about a community of learners, or a community of practice, or discourse communities (Jonassen, et al., 1991). Technology could be useful for creating broader communities for learning. On-line communication systems like electronic mail, listservs, and chat-rooms, can give students access to a larger number of resources for scaffolding their learning. For example, the CoVis project provides students with a collaborative notebook (Onwill & Gomez, 1994). Students can pose questions and receive answers from people from all over the country. Some Cautions Concerning Constructivist Instructional Approaches Constructivist approaches to...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

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