ERIC Number: ED348037
Record Type: RIE
Publication Date: 1992-Feb
Reference Count: N/A
Application of Constructivist Theory to the Use of Hypermedia.
Hypermedia was used to foster constructivism in science and mathematics learning in K-12 settings. It was hypothesized that students might more readily use primary information sources and texts if the goal were to create a hypermedia program. A consortium was formed of K-12 schools in central Iowa, their Area Education Agency (AEA), and the College of Education at Iowa State University, and 12 schools were chosen to participate in a project entitled Empowering Students with Multimedia. Inservice sessions were held for teacher/student production teams; teachers served primarily as content advisers and students became program designers. University personnel and AEA collaborators guided teachers and students, conducted inservice sessions, and provided technical advice. In every case, student producers created the program architecture and completed the content treatment for certain portions of the program. The teacher assisted by providing resources and clarifying questions of content. Remaining portions of each program were left in skeleton form so that other students could complete them. Finished programs were used by target students over a 3-month period. Informal comments, observations by teachers, and questionnaire responses from student producers indicated that they felt they learned more about the technology than about the content area, and that they enjoyed working alone or as part of a small design team although the project was time consuming. Teachers expressed enthusiasm for the motivational aspects of this approach. The project was considered successful enough that a second phase was undertaken in 1991-92. (BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.