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.
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
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
6. Conclusion
7. References
Objectives and Topics
This paper examines the integration of the Apple iPad within a constructivist English as a Foreign Language (EFL) classroom, specifically focusing on facilitating reading comprehension. It explores the theoretical foundations of constructivism, evaluates the Hessian core curriculum's alignment with constructivist principles, and offers practical pedagogical strategies for using tablet technology to support learners in engaging with literary texts.
- Theoretical foundations of constructivism and Schema Theory.
- Role of the teacher as a facilitator in constructivist environments.
- Implementation of constructivist ideals in the Hessian core curriculum.
- Practical application of the Apple iPad for pre-reading strategies.
- Literary analysis framework using Sandra Cisneros’ "The House on Mango Street".
Excerpt from the book
2.1.1 Piaget's Genetic Epistemology
As stated earlier, the work of Swiss developmental psychologist Jean Piaget significantly influenced present-day understanding of how knowledge is acquired. He adverted to the possibility that our knowledge might not simply be a product developed from objective stimuli we receive from our surroundings. He considered the human mind to be “a dynamic set of cognitive structures that help us make sense of what we perceive” (Brooks & Brooks, 1999, p. 26). In his work Piaget shows that these cognitive structures, or schemata, are cognitional instruments that are already used by children right from the beginning (cf. Hasselhorn & Gold 2006, p. 62).
Over the course of the so-called maturation-process, children learn to use schemata to solve new situations. Here, new information is changed to match existing schemata. Piaget named this process assimilation: "[...] assimilieren heißt, das Objekt je nach der eigenen Handlung und dem eigenen Gesichtspunkt, also in Funktion eines Schemas zu modifizieren" (Piaget 1975, p. 81).
A toddler for instance, who is supposed to eat apple slices for the first time, can apply an already acquired schema from eating for example sliced peaches or bananas: 1. bring the slice to the mouth, 2. Open Mouth, 3. Bite off a piece. According to Trautner (1991, p. 165), Piaget ascribes the following three attributes to assimilation: reproduction, generalization and recognition. Assimilation schemata are reproductive because the individual makes repeatedly use of them in order to make sense of the world around him. The term assimilation also implies a tendency of generalization because they might influence environments they have not been learned in (cf. Trautner 1991, p. 165).
Summary of Chapters
1. Introduction: Introduces the radical constructivist perspective on learning and outlines the paper's intent to explore the practical use of the iPad in EFL classrooms using literature.
2. Constructivism – Theoretical Background: Examines the origins of constructivism through Piaget’s and Bartlett’s work on Schema Theory and its implications for knowledge acquisition.
3. Constructivism in the EFL Classroom: Discusses the pedagogical challenges of shifting to constructivist teaching and analyzes how these principles are integrated into the Hessian core curriculum.
4. Reading in the EFL Classroom: Clarifies reading as an interactive, schema-based process rather than a mechanical decoding of text.
5. The iPad in a constructivist classroom to support the reading process: Details the hardware, software, and practical implementation of the iPad, including specific pre-reading activities for Cisneros' work.
6. Conclusion: Synthesizes the findings, reaffirming that while technology is supportive, the primary focus of EFL teaching must remain on language instruction.
7. References: Provides a comprehensive bibliography of the academic sources and online materials utilized throughout the research.
Keywords
Constructivism, Schema Theory, EFL Classroom, Apple iPad, Reading Comprehension, Hessian Core Curriculum, Facilitator, Knowledge Construction, Pre-reading Strategies, Sandra Cisneros, Media Literacy, Transcultural Competence, Educational Technology, Cognitive Structures, Assimilation.
Frequently Asked Questions
What is the core focus of this research?
The paper fundamentally explores how constructivist pedagogical principles can be applied in modern EFL classrooms, specifically using the Apple iPad as a tool to facilitate reading comprehension strategies.
What are the central thematic areas?
The research centers on the intersection of educational theory (constructivism and schema theory), curriculum policy (Hessian standards), and practical instructional design using digital tablet technology.
What is the primary research goal?
The aim is to determine if and how the Apple iPad can be fruitfully utilized in a constructivist teaching environment to enhance student learning and engagement with literary texts.
Which scientific methodologies are employed?
The study utilizes a theoretical literature review of cognitive psychological foundations and an analytical examination of the Hessian core curriculum for languages.
What is covered in the main section of the paper?
The main part covers the theoretical origins of constructivism, the teacher's role as a facilitator, the cognitive mechanics of reading, and a practical guide on utilizing iPad features like MindMeister and audio editors for pre-reading activities.
What keywords characterize this work?
Key terms include constructivism, schema theory, EFL instruction, iPad integration, learner autonomy, and transcultural competence.
Why is "The House on Mango Street" used as a framework?
Cisneros’ book is used because its narrative perspective as a 12-year-old girl makes it highly accessible for students to empathize with, and it offers rich thematic opportunities for pre-reading research on Hispanic culture.
How does the paper address the technical limitations of the iPad?
The author acknowledges technical challenges such as the lack of Adobe Flash support but argues that the evolution of HTML5 is effectively mitigating these issues, making the device increasingly viable for educational use.
- Arbeit zitieren
- Marco Stöcker (Autor:in), 2013, The iPad in a Constructivist EFL Classroom , München, GRIN Verlag, https://www.grin.com/document/229730
