Educational technology , Erate, Broadband and Connectivity
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Educational technology , Erate, Broadband and Connectivity
As we progress toward a deeply digital world of connectivity the issue of broadband deployment and projects is very important
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From the screen to the hand: getting started with 3D printing in the classroom

From the screen to the hand: getting started with 3D printing in the classroom | Educational technology , Erate, Broadband and Connectivity |
Aaron Vanderwerff is
Bonnie Bracey Sutton's insight:

From the screen to the hand: getting started with 3D printing in the classroom
Aaron Vanderwerff is the Creativity Lab Director at Lighthouse Community Charter School. He has been integrating making into learning for much of his career.  Four years ago, a group of his students built the school’s first 3D printer, and he has integrated 3D printing since then.

Christine Mytko is a science teacher at Black Pine Circle School, curriculum specialist at Lawrence Hall of Science, and classroom 3D printing enthusiast.

Why Making?

Looking for ways to engage your students in deep learning? Hoping to hone your ability to help students truly understand what they are learning?

Integrating making into your practice engages students, provides a true context for character development (think persistence), and most importantly, gives students experiences to learn core content and practices more deeply. Making is learner-centered. It is based on Seymour Papert’s theory of constructionism (yes, based on Piaget’s constructivism), which says that learners build their understanding more deeply if they create something to share with the world.

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The Maker Movement and the Rebirth of Constructionism - Hybrid Pedagogy

The Maker Movement and the Rebirth of Constructionism - Hybrid Pedagogy | Educational technology , Erate, Broadband and Connectivity |
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age. 


Educational theory and practice have begun to appear more frequently in the popular press. Terms such as collaborative learning, [ ] project-based learning, [] metacognition, [ ] inquiry-based learning, [ ] and so on, might be new to some audiences, but they have a relatively long and well-documented history for many educators. The most widely-known and promising pedagogical approach is constructivism [ ] grounded on the work of Piaget,  [ ] Vygotsky, [ ] and Bruner [ ]. Given how it has transformed my own understanding of pedagogy, teaching, and learning, constructionism [ ] seems ripe for a similar resurgence — like a phoenix rising from the ashes of Taylorization and standardized testing.

Via Elizabeth E Charles
Agron S. Dida's curator insight, March 6, 2014 2:42 AM

From inside the article: "Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products."

Channylt's curator insight, April 3, 2014 5:51 AM

A great article about Constructionism a hybrid pedagogy - a theory based upon collaborative, project-based and student ownership of learning resulting in a learning that is largely 'constructed' by the learner themselves. 

Paul Oliveri's curator insight, April 6, 2014 1:23 AM

Constructionism, constructivism, learner centred, authentic, real world, active process, problem based, integration of technology in an authentic way and most importantly transformative.


With 63 scoopit interactions this article obviously resonates with the broader education community.


How do I use these principles to facilitate someone becoming a Paramedic via the distance mode of learning. I use technology to create learner centred, authentic and problem based activities to facilitate their learning.

This may be having the student develop a video of their interactions with simulated patients, participate in lecturer facilitated collaborative exercises (synchronous and asynchronous) or collaborating in groups with their peers in both synchronous and asynchronous activities.

All of the interactions were previously done in a live environment. Today technology is just the vessel for which these interactions occur.


Me I’m still just one of many resources available to them.