Response #6

Clemons, S. (2006). CAD Skills Increased through Multicultural Design Project. Technology Teacher, 65(4), 19-23. Retrieved from ERIC database.

            This article was about a case study of a semester-long, college-level CAD course and how computers worked in conjunction with the pedagogical approach of constructivism.  The author claims that, in recent years, “secondary and post-secondary institutions are requiring better teaching efficiencies, larger class sizes, and less support in their technology-driven classes” in order to respond to the demand for technology literacy in education (19).  This piece examined how software in a CAD course facilitated the learner-driven approach called constructivism.  In constructivist learning, students often observe/record data, actively interact with content, collaborate with peers, and self-regulate as they learn; the emphasis is on experiential learning.  The study found that students’ technological problem-solving skills and knowledge of CAD/technical drawing improved over the course of the semester.  Students also expressed more positive attitudes compared to the direct instruction approach previously used in the class.

            Constructivism is an approach that can provide a rich learning experience for students.  In this particular case study, the course allowed for each student to move at their own pace (the constructivist idea of self-regulation), which I considered a major plus.  Given that students possess varying proficiencies with technology, I appreciated this aspect of the course, and it reminded me of a drafting class that I took in high school.  From the teaching side, it is arguably more important for the teacher to be clear with expectations and how they will assess in constructivist learning, compared to a more traditional approach like direct instruction.  Because students, in a sense, are the “builders” of the knowledge, the teacher’s role becomes more like that of a guide or monitor of student learning.  Accordingly, teachers employing constructivism need to be able to track and measure learning effectively.  I like how the teacher in this study included a self-reflection journal as a component of the course.  This “marriage” of paper and computer learning seemed to be effective and supported the aims of the course; I will try and remember this idea when I consider planning a constructivist project or activity.