But I think we can
see the very beginnings of a new story beginning to emerge. It's a narrative spread across a number of
different disciplines, in which cooperation, collective action and complex
interdependencies play a more important role.
And the central, and not all-important, role of competition and survival
of the fittest shrinks just a little bit to make room.
(Rheingold, 2008).
In nature there are many examples of species that when
they procreate, they leave their young to fend for themselves (i.e. snakes and turtles). However, humans do not; we
have what is known as the family unit. In
my classroom, my students readily rely on me as their instructor and one
another to complete their tasks. One of
the first questions out of their mouths after I give instructions is "Can
we work together?" I do believe
that most humans have an intrinsic desire to interact and work with
others.
The constructivist theory is centered around authentic
instruction or realistic learning that challenges learners to reason and think
critically. Collaboration can help ease
the challenge of authentic instruction as technology can help facilitate
collaboration. Collaborative learning through
social negotiation, can help learners with retention, understanding and use (Driscoll,
2005). Web-based collaboration can
provide problem scaffolding as learners have access to knowledge experts and
online support. "In this way,
students can identify learning goals, conduct investigations, keep track of
their progress, think about their ideas and those of others, and communicate to
others within and outside the immediate learning community" (Driscoll,
2005, p. 404).
Huang-Yao Hong conducted an
18 week study in which two fifth grade science classes participated in online
collaboration. Hong desire to see the effect
of knowledge building pedagogy and technology on these students' views of collaboration. The study found that students were able to
gradually work together beyond group collaboration and "that knowledge building
pedagogy, as compared with conventional instruction, is more likely to help
students develop a more idea-centered view of collaboration"(Hong, 2011,
p. 256)
Janelle Turk conducted an action research study
when she desired to promote collegial collaboration among the students at her
middle school and the special education students. The study had two specific goals: 1) " involve
the art club and life skills students in a collaborative and inclusive project
at FMS" (Turk, 2012, p. 51); and 2) " create change in
both the physical appearance of the life skills room and social change among
the participants" (Turk, 2012, p. 51). It was found that the use of authentic
instruction, collaboration, and inclusion provided a life-changing experience
for all involved.
References
Driscoll, M. P. (2005). Psychology of
learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Huang-Yao, H. (2011). Beyond group collaboration:
Facilitating an Idea-centered view of collaboration through knowledge building
in a science class of fifth-graders. Asia-Pacific education researcher, 20(2),
246-260.
Turk,
J. (2012). Collaboration, inclusion, and empowerment: A life skills mural. Art
education, 65(6), 50-53.
