By Ryan Osweiler

Overview The Social Activism Theory is founded on the belief that learning takes place in social environments where there are collaborative activities. Through these activities, learners communicate, interact, and learn from each other, as a result, constructing their own world of knowledge (Tan, 2006, p. 4-5). This theory is rooted in the Constructivism school of thought, which stems from a Rationalist philosophy (Smith & Ragan, 2005, p. 19). Contributors There were three key figures that were instrumental in developing the theory of Social Activism and the Constructivism school of thought. John Dewey is respected as one who provided great insight to Constructivism from an American perspective. Dewey stated since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continued growth and supplies means for making the desire effective in fact (Matthews, 2003, p. 53-54). Dewey thought that human development was and is a natural process and education should be viewed in the same context. He also believed that experience is a foundation for learning which would then be transformed into knowledge and skill (Conole, Dyke, Oliver, & Seal, 2004, p. 20). Jean Piaget is credited with having a significant influence on Constructivism in the education world. Piaget states that there are three mechanisms for learning: assimilation, accommodation, and equilibrium (Leonard, Noh, and Orey, 2007). Lev Vygotsky was also credited for having a significant impact on Constructivism. He believed that the fundamental role of social interaction in the development of cognition (Leonard, Noh, and Orey, 2007). Vygotskys views centered around two main ideas: one may have a greater knowledge about a topic that others and that there are areas between what an individual knows and doesnt know. Major Principles According to the lecture, Integrating Educational Technology into Teaching, Roland gives 5 principles of Deweys work on Social Activism: 1) Curriculum should arise from students interest. 2) Curriculum topics should be integrated rather than isolated from each other. 3) Education is growth rather than an end in itself. 4) Education occurs through its connection with life, rather than through participation in curriculum. 5) Learning should be hands-on and experienced based, rather than abstract. These principles suggest that learners have the opportunity to take ownership of their learning In school, it may not be necessary to teach subjects separately but rather teach integrated units of study that cover multiple content objectives in any given lesson. Learning never ends and as long as we are alive, we will always be learning something. A learner must make connections to their own lives to gain full understanding. The learn by doing concept is prevalent in the Social Activism and Constructivist viewpoints and implies learning takes place through active engagement in a concept or process. Application The major of focus for the Social Activism Theory is project-based learning. According to Grant (2002) individuals construct knowledge through interactions with their environment, and each individual's knowledge construction is different (p. 1). Meaningful, inquiry-based activities should be emphasized when implementing project- based learning. Projects in which students pursue long term investigation of a significant question can produce artifacts that

By Ryan Osweiler

represent answers to those questions have the potential to motivate students and help them better understand subject matter content (Blumenfield, Soloway, Marx, Krajcik, Guzdial, & Palinscar, 1991, p. 392-393). A real-world example of this is in the area of robotics. Back in the day, students defined terms and concepts by looking them up in a dictionary or in the back of a textbook and writing them on a piece of lined paper in a spiral notebook. The implementation of robotics programs in schools has revolutionized the way we teach science, engineering, technology, and mathematics. Students use critical thinking and problem solving skills while being immersed in real-life examples of those key concepts. Through robotics programs, students investigate the hows and whys of problems and questions. The scientific process is carried out in a tangible way. Students not only read and study concepts like force and friction, they live and carry out processes that are meaningful in a real context. Students formulate knowledge their own way by what they see and do and through the interaction with others. I believe Dewey and those with a Constructivist viewpoint could use this example in support of the Social Activism Theory.

By Ryan Osweiler

References Blumenfield, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palinscar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting, the learning. Educational Psychologist, 26, (3-4), 392-393. Retrieved from http://www.tezakademisi.com/FileUpload/ks212629/File/motivating_project_based_learn ing_sustaining_the_doing_supporting_the_learner.pdf Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43 (1-2), 4-5. Retrieved from http://www.sciencedirect.com.libproxy.boisestate.edu/science/article/pii/S036013150300 1404 Grant, M. M., (2002). Getting a grip on project-based learning: Theory, cases, and recommendations. Meridian: A Middle School Computer Technologies Journal, 5, (1), 1. Retrieved from http://www.ncsu.edu/meridian/win2002/514/ Leonard, K., Noh, E.K., & Orey, M. (2007). Learning Theories and Instructional Strategies. In M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology. Retrieved from http://projects.coe.uga.edu/itFoundations/ Matthews, W.J. (2003). Constructivism in the classroom: Epistemology, history, and empirical evidence. Teacher Education Quarterly, 30 (3), 51-64. Retrieved from http://www.teqjournal.org/backvols/2003/30_3/matthews.pdf Roland, (unknown). Integrating educational technology into teaching [PPT document]. Retrieved from Instructional Design/Educational Technology Web site: http://corinth.edu.tt/Lecture%202/Lecture%202.1.pdf Smith, P.L., & Ragan, T. J. (2005). Instructional Design. John Wiley & Sons, Inc. Tan, C. (2006). An exploration of constructivist learning theories and systems of instructional theories: Supporting transfer of learning in WBI courses. Distance Education Research & Resource Website, 4-5. Retrieved from http://www.deresearch.com/PhDFinalPapers/CT_ConstructivismWBI.pdf