Die vorliegende Hauarbeit beschäftigt sich mit dem Einsatz des Apple iPad im konstruktivistischen EFL Unterricht zur Förderung der Kompetenz Lesen. Hierzu werden zunächst die theoretischen Hintergründe des Konzepts Konstruktivismus beleuchtet und die Grundprinzipien von konstruktivistischem Unterricht erarbeitet. In einem weiteren Schritt wird festgestellt, inwieweit diese in den curricularen Vorgaben für das Fach Englisch an der gymnasialen Sekundarstufe I des Landes Hessen berücksichtigt werden. Da es, wie eingangs angedeutet, in dieser Arbeit insbesondere um die Förderung der Lesekompetenz gehen soll, werden nun die Erkenntnisse aus den theoretischen Hintergründen zum Konstruktivismus auf den Leseprozess angewendet. Basierend auf diesen Erkenntnissen wird sich der praktische Teil dieser Arbeit der Frage widmen, inwieweit das iPad für pre-reading Aktivitäten genutzt werden kann. Die literarische Grundlage hierzu bildet The House on Mango Street von Sandra Cisneros.
This term paper is to suggest possible pre-reading scenarios with the iPad in a constructivist EFL classroom. For this purpose, this paper is first going to shed some light on the main principles of constructivism itself and its origins. Furthermore, the Hessian core curriculum for modern languages is going to be analyzed regarding the implementation of these constructivist principles. Then, the theoretical findings are applied to the process of reading. The practical part of this work is, based on the theoretical results of the first chapters, going to answer the question how the Apple iPad can facilitate pre-reading strategies in a constructivist EFL classroom. Sandra Cisneros’ The House on Mango Street is going to constitute the literary framework.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Constructivism – Theoretical Background
- 2.1 Schema Theory as a Groundwork for Constructivism
- 2.1.1 Piaget’s Genetic Epistemology
- 2.1.2 Bartlett’s Schema Theory
- 2.1.3 Piaget, Bartlett, and Today’s Understanding of Constructivism
- 2.1 Schema Theory as a Groundwork for Constructivism
- 3. Constructivism in the EFL Classroom
- 3.1 The Main Principles
- 3.2 Teachers as facilitators
- 3.3 Constructivism in the Hessian Core Curriculum
- 4. Reading in the EFL Classroom
- 4.1 Schema Theory – A bridge to constructivist learning
- 5. The iPad in a constructivist classroom to support the reading process
- 5.1 The Apple iPad - Hardware
- 5.2 The Apple iPad – Connectivity
- 5.3 The Apple iPad – Software
- 5.4 Advantages and Disadvantages of the iPad for the Constructivist Classroom
- 5.4.1 Advantages
- 5.4.2 Disadvantages
- 5.4.3 Interim Conclusion
- 5.5 Pre-reading activities on the iPad for Cisneros’ The House on Mango Street
- 5.5.1 Sandra Cisneros‘ The House on Mango Street
- 5.5.2 Pre-reading Activities with the iPad
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper examines the role of the Apple iPad in a constructivist EFL classroom, particularly focusing on its use in pre-reading activities. It starts by exploring the theoretical foundation of constructivism, emphasizing the importance of prior knowledge and schema activation in learning. The paper then analyzes the Hessian core curriculum for modern languages to understand the degree to which constructivist principles are integrated into current educational practices.The key themes explored include:
- The theoretical principles of constructivism and its influence on educational practices.
- The role of schema theory in reading comprehension and the importance of activating prior knowledge.
- The potential of the iPad as a learning tool in a constructivist EFL classroom, particularly in pre-reading activities.
- The application of constructivist principles in pre-reading activities for Sandra Cisneros' "The House on Mango Street."
- The integration of the iPad with the Hessian core curriculum for modern languages, focusing on media literacy and transcultural competence.
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduction: This chapter introduces the concept of radical constructivism as proposed by Heinz von Foerster and Ernst von Glasersfeld. It highlights the key idea that knowledge is individually constructed and not simply transferred from an objective source. The chapter contrasts radical constructivism with more moderate constructivist approaches, emphasizing the importance of the learner's active role in knowledge acquisition.
- Chapter 2: Constructivism – Theoretical Background: This chapter explores the historical development of constructivism, focusing on the seminal work of Jean Piaget and Frederic Bartlett. It examines Piaget's theory of cognitive schemata and how they are formed through assimilation and accommodation. The chapter also analyzes Bartlett's schema theory and how it relates to the process of remembering and understanding information.
- Chapter 3: Constructivism in the EFL Classroom: This chapter examines the practical implications of constructivism for the EFL classroom. It discusses challenges to implementing constructivist principles, such as teachers' reliance on traditional teaching methods and textbooks, and the difficulty of accommodating individual student needs. The chapter then outlines the main principles of a constructivist EFL classroom, emphasizing the role of the teacher as facilitator and the importance of student-centered learning.
- Chapter 4: Reading in the EFL Classroom: This chapter connects schema theory to the process of reading comprehension. It argues that successful reading involves an active interaction between the reader and the text, where the reader draws upon existing schemata to make meaning. The chapter outlines the essential skills and strategies involved in reading comprehension, highlighting the importance of activating prior knowledge.
- Chapter 5: The iPad in a constructivist classroom to support the reading process: This chapter examines the role of the iPad in a constructivist EFL classroom. It discusses the device's hardware and software features, highlighting its advantages and disadvantages in comparison to traditional PCs. The chapter then explores potential pre-reading activities using the iPad, focusing on examples from Sandra Cisneros' "The House on Mango Street."
Schlüsselwörter (Keywords)
The keywords that dominate this paper are constructivism, schema theory, EFL (English as a Foreign Language), iPad, pre-reading activities, prior knowledge, Hessian core curriculum, and transcultural competence. The work explores the theoretical framework of constructivism and its impact on EFL teaching practices. It examines how schema theory informs reading comprehension and how the iPad can be used to facilitate pre-reading activities that activate prior knowledge and support students in constructing their own understanding of the text. The paper also considers the integration of these practices within the context of the Hessian core curriculum for modern languages.- Quote paper
- Marco Stöcker (Author), 2013, The iPad in a Constructivist EFL Classroom , Munich, GRIN Verlag, https://www.grin.com/document/229730
