In the article, The Problem with Constructivism by David Elkind, the author provides the affirmative view of constructivism. Elkind contends the philosophical positions found in Constructivism, even though difficult to transform into practice, are necessary elements in meaningful educational practices.
Elkind strongly believes that an educational reform is needed and that a reform will be truly successful only if it incorporates a constructivist philosophy of education (Elkind, 2004). This success is contingent on three types of readiness: teacher, curricular and societal readiness (Elkind, 2004). According to Elkind, teacher readiness requires teachers who are specialized in child development and have curricular and instructional expertise …show more content…
As he states, “I believe that technology…will move us toward making teaching a true profession, the establishment of a multidisciplinary science of education, and a society ready and eager to embrace a technologically based education” (Elkind, 2004). Moreover, Elkind believes that technology is forcing educational reform, but that it needs to be joined with the best educational philosophy, constructivism (Elkind, 2004).
In the article, Objectivism and Education: A Response to David Elkind’s The Problem with Constructivism by Jamin Carson, provides an opposing view of constructivism. Carson offers a critique of constructivism and argues that the philosophy of objectivism is a more realistic and usable base for educational …show more content…
These high stake test are constricting learning by reducing the curriculum in our schools to only those covered on test, which consequently restricts student learning (Brooks & Brooks, 1999). As Brooks and Brooks state, “Shifting our priorities from ensuring that all students learn the same concepts to ensuring that we carefully analyze students’ understanding to customize our teaching approaches is an essential step in educational reform that results in increased learning” (Brooks & Brooks, 1999).
Brook and Brooks further discuss the negative effects of high stakes testing and offer a look towards educational reform. They conclude the article by stating the importance of advocacy. As teachers continue to narrow their curriculum to match what is covered on assessments and student learning becomes less meaningful, Constructivist need maintain their beliefs and advocate for an educational reform that supports the constructivist approach (Brooks & Brooks,
Elkind strongly believes that an educational reform is needed and that a reform will be truly successful only if it incorporates a constructivist philosophy of education (Elkind, 2004). This success is contingent on three types of readiness: teacher, curricular and societal readiness (Elkind, 2004). According to Elkind, teacher readiness requires teachers who are specialized in child development and have curricular and instructional expertise …show more content…
As he states, “I believe that technology…will move us toward making teaching a true profession, the establishment of a multidisciplinary science of education, and a society ready and eager to embrace a technologically based education” (Elkind, 2004). Moreover, Elkind believes that technology is forcing educational reform, but that it needs to be joined with the best educational philosophy, constructivism (Elkind, 2004).
In the article, Objectivism and Education: A Response to David Elkind’s The Problem with Constructivism by Jamin Carson, provides an opposing view of constructivism. Carson offers a critique of constructivism and argues that the philosophy of objectivism is a more realistic and usable base for educational …show more content…
These high stake test are constricting learning by reducing the curriculum in our schools to only those covered on test, which consequently restricts student learning (Brooks & Brooks, 1999). As Brooks and Brooks state, “Shifting our priorities from ensuring that all students learn the same concepts to ensuring that we carefully analyze students’ understanding to customize our teaching approaches is an essential step in educational reform that results in increased learning” (Brooks & Brooks, 1999).
Brook and Brooks further discuss the negative effects of high stakes testing and offer a look towards educational reform. They conclude the article by stating the importance of advocacy. As teachers continue to narrow their curriculum to match what is covered on assessments and student learning becomes less meaningful, Constructivist need maintain their beliefs and advocate for an educational reform that supports the constructivist approach (Brooks & Brooks,