Straub 504Final

7/25/2019 Straub 504Final

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Running Head: TECHNOLOGY IN CONSTRUCTIVIST LEARNING

Embracing Technolog in Con!"ruc"i#i!" Learning En#ironmen"!

$endi S"raub

%oi!e S"a"e Uni#er!i"


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TECHNOLOGY IN CONSTRUCTIVIST LEARNING

Ab!"rac"

Ho& modern in'orma"ion i! crea"ed( acce!!ed( in"er)re"ed( and !hared demand! a re*

imagining o' "he educa"ion model+ a ne& !cheme 'ocu!ed on learner )ar"ici)a"ion( !ocial

in"erac"ion and crea"i#i" in au"hen"ic and rele#an" ac"i#i"ie!, Thi! )a)er con"end! "ha" "he!e

need! &ill be me" b con!"ruc"i#i!" learning en#ironmen"! enhanced b "he a))ro)ria"e

in"egra"ion o' "echnolog, Through a con!"ruc"i#i!" len!( learner! ac"i#el con!"ruc" ne&

-no&ledge "hrough indi#idual and !ocial e.)erience! &i"h "he &orld ra"her "han )a!!i#el

acce)"ing in'orma"ion 'rom re!ource!, Ne& "echnologie! can crea"e a rich en#ironmen" 'or

au"hen"ic( re'lec"i#e( collabora"i#e( and !"uden"*cen"ered a))roache! learning "ha" "ran!cend "he

barrier! be"&een !chool and dail li'e, Challenge! "o "hi! model include in!"i"u"ional and

in!"ruc"ional barrier! a!!ocia"ed &i"h !"uden"*cen"ered learning en#ironmen"! and "echnolog

im)lemen"a"ion,

Keywords:con!"ruc"i#i!m( "echnolog( !ocial learning "heor( &eb /,0( !"uden"*cen"ered learning


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Embracing Technolog in Con!"ruc"i#i!" Learning En#ironmen"!

The in"erne" and i"! ubi1ui" ha#e changed "he learning )aradigm, Indi#idual! rou"inel

acce!! and con"ribu"e in'orma"ion in #ariou! 'orma"! )rac"icall &i"hou" limi"!( and engage in

!ocial in"erac"ion! "ha" cro!! cul"ural and )h!ical boundarie! in and ou" o' !chool, $eb /,0 "ool!

are ha#ing a )ro'ound im)ac" on "he &a &e learn and !hould ha#e im)ac" on "he &a &e "each,

Ul"ima"el our goal a! educa"or! i! "o )re)are !"uden"! "o "a-e "heir )lace in "he modern &orld a!

!el'*direc"ed learner!( con"en" crea"or!( and cri"ical con!umer! in a global -no&ledge*building

communi", One &a &e can con"ribu"e "o "he 'u"ure !ucce!! o' our !"uden"! i! b crea"ing

learning en#ironmen"! "ha" re'lec" "he com)lemen"ar rela"ion!hi)! be"&een con!"ruc"i#i!m(

!ocial learning "heor( and educa"ional "echnolog, 2eaning'ul learning i! an ac"i#e( in"en"ional(

!ocial( and re'lec"i#e con!"ruc"ion b "he learner engaged in au"hen"ic e.)erience!,

The in"egra"ion o' "echnolog a''ord! !"uden"! and "eacher! "he acce!! "o !u!"ained

com)le. and communal learning communi"ie! &hile addre!!ing au"hen"ic )roblem! "ha" can be

di''icul" or e#en im)o!!ible "o con!"ruc" "hrough "radi"ional mean! 3Ghe'aili( /004+ Herring"on 5

6er#in( /0078, $i"h a))ro)ria"e "echnologie! and !"ra"egie!( !"uden"! can be engaged in learning

contexts that are authentic and social, with greater opportunities to direct their own learning.

Similarly, students can construct, socially negotiate, reflect, and demonstrate their knowledge

through easily generated, edited, and shared formats.

Challenges to developing technology-rich classrooms based on constructivist principles

primarily reflect changes necessary for student-centered collaborative learning or increased

technology in any school or classroom. Entrenched practices and policies, financial and physical


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constraints to effective technology implementation, and the dynamic nature of technology all

play a role, but can be mitigated by committed and innovative educators who embrace authentic

learning communities in their own professional development.

Discussion

9u!" a! !"uden"! !"ruggle "o "ran!'er learning 'rom one con"e." "o ano"her( &e !"ruggle "o

"ran!cend "he boundarie! be"&een )hilo!o)h( "heor and )rac"ice, Ho&e#er( a! educa"or!( &e are

charged &i"h de'ining our o&n e)i!"emolog and educa"ional )hilo!o)h in order "o con!i!"en"l

and coheren"l ada)" "heorie! "o crea"e e''ec"i#e learning en#ironmen"!, Al"hough )redominan"l

concerned &i"h "he a))lied elemen"! o' )edagog( !-illed educa"or! al!o con!ider "he im)ac" o'

"heir o&n ideolog on "heir )rac"ice! and de#elo) learning o))or"uni"ie! &i"h re!)ec" "o "he

im)lica"ion! and a!!um)"ion! o' "heir )hilo!o)hical and "heore"ical under)inning! 3Er"mer 5

Ne&b( ;;4+ 6aragiorgi 5 Smeou( /00


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)ercei#e and concei#e o' "he &orld i! &holl de)enden" on human con!"ruc"! and human biolog

and i! "here'ore !ubBec"i#e "o a human len!, $e a!!ign meaning! "o our e.)erience! ba!ed on our

abili"ie! "o !en!e( in"er)re" and reconcile e#en"! &i"h re!)ec" "o our )re#iou! -no&ledge and

e.)erience! 3Er"mer 5 Ne&b( ;;48,

A))lied "o learning "heor( con!"ruc"i#i!m con"end! "ha" learner! ac"i#el con!"ruc" ne&

-no&ledge u)on "he 'ounda"ion o' "heir )rior learning "hrough e.)erience! &i"h "he &orld+ "he

do no" !im)l ac1uire in'orma"ion 'rom &ha" "he read or are "old 3Er"mer 5 Ne&b( ;;4+ Gil*

=ere> e" al,( /00/+ 9ona!!en e" al,( /007+ 6aragiorgi 5 Smeou( /00


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all -no&ledge i! !ociall con!"rued and cul"urall #alida"ed "hrough legi"ima"e )eri)heral

)rac"ice &i"hin communi"ie! o' common in"ere!"!, Learner! al!o de#elo) "heir )er!onal and

!ocial iden"i"ie! "hrough )ar"ici)a"ion in -no&ledge*building communi"ie! a! "he a!!imila"e

in'orma"ion( beha#ior!( and !-ill! 'rom o"her member!, And according "o %ro&n( Collin! and

uguid 3;F;8( -no&ledge i! "he ?)roduc" o' "he ac"i#i"( con"e." and cul"ure in &hich i" i!

de#elo)ed@ !uch "ha" learner! deri#e !aid -no&ledge 'rom collec"i#e e.)er"i!e in a cogni"i#e

a))ren"ice!hi),

In all ca!e!( !ocial con!"ruc"i#i!"! ad#oca"e 'or a))ro)ria"e !ca''olding( coaching(

collabora"ion( and o"her !ocial e.change! "o crea"e communi"ie! o' )rac"ice 3or learning8 "ha"

'acili"a"e rele#an" and harmoniou! -no&ledge con!"ruc"ion &i"hin "he con"e." o' !ol#ing

au"hen"ic )roblem! becau!e meaning i! in"erde)enden" &i"h "he common )rac"ice! o' i"! domain,

or e.am)le( collabora"ion on #alid ill*!"ruc"ured )roblem! emula"e! !cien"i'ic "hin-ing and

!cien"i'ic )roce!!e! and )ro#ide! !"uden"! &i"h genuine o))or"uni"ie! "o de#elo) rela"ed a)"i"ude!

and gain in!igh" in"o "he geniu! and 'la&! o' !cience a! a con!en!ual human endea#or, =eer and

men"or in"erac"ion! &i"h coo)era"i#e 'eedbac- !hould bo"h challenge and !"reng"hen conce)"! 'or

bo"h e.)er"! and no#ice! &i"hin "he learning communi"( and ho)e'ull( illumina"e )o"en"ial

a))lica"ion! and 'u"ure !ocial im)lica"ion!, The Na"ional Re!earch Council in i"! /0/

recommenda"ion! 'or !cience educa"ion !u))or" con"e."ual au"hen"ic )rac"ice! in "he 'ollo&ing

!"a"emen"( ?"he 'rame&or- mu!" "a-e in"o accoun" "ha" )rac"ice! o' in1uir and "he di!cour!e! b

&hich !uch idea! are de#elo)ed and re'ined, A" "he !ame "ime( "he canno" learn or !ho&

com)e"ence in )rac"ice! e.ce)" in "he con"e." o' !)eci'ic con"en"(@ 3NRC( /0/( ), /F8,

Education Technology and Constructivism: A Natural Relationship


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$i"h "he e.)anded in"ere!" in learner! )rior com)e"encie! and !ocial a!!ocia"ion! )lu!

au"hen"ici" in con"e."ual learning !i"ua"ion!( $eb /,0 educa"ional "echnologie! are a na"ural

com)lemen" "o !"uden"*cen"ered !ocial con!"ruc"i#i!" learning en#ironmen"!( and ma e#en be a

nece!!i", $eb /,0 "echnologie! are charac"eri>ed b "heir in"erac"i#e na"ure+ a#erage indi#idual!

are !ociall connec"ed( and can genera"e and !hare con"en" ra"her "han )a!!i#el con!ume "he

con"en" o' !)eciali!"! 3Greenho&( Robelia( 5 Hughe!( /00;8, The!e "echnologie! )la a )i#o"al

role b engaging !"uden"! in immedia"e( re!)on!i#e( e.)an!i#e( and !ocial re!ource! "ha" can be

e.)lored and re)ur)o!ed in no#el and com)le. &a! 3Ghe'aili( /004+ Herring"on 5 6er#in(

/0078, Con!i!"en" &i"h con!"ruc"i#i!m( "he U,S, e)ar"men" o' Educa"ion! /00 Na"ional

Educa"ion Technolog =lan 3Transforming American Education: Learning Powered by

Technology8 be!eeche! !chool! "o )ro#ide engaging and em)o&ering )er!onali>ed learning

e.)erience! 'or all learner! and a model o' learning )o&ered b "echnolog "o con'er /!"cen"ur

!-ill!, To be e''ec"i#e( "echnolog !hould be u!ed in "heore"icall !ound &a!by students"o

!ol#e com)le. au"hen"ic )roblem! in a &a "ha" i" become! a cri"ical elemen" in "he con!"ruc"i#e

learning )roce!! and "he de#elo)men" learning communi"ie! 3Herring"on 5 6er#in( /0078,

Curren" "echnolog a''ord! !"uden"! un)receden"ed acce!! "o a &eal"h o' "ool! and

-no&ledge*building communi"ie!+ e.)anding "heir re!ource! 'or de#elo)ing and demon!"ra"ing

"heir -no&ledge #ia mul"i)le )roce!!e! 3"e."( gra)hic!( !ound!( #ideo( and o"her media8 in &a!

"ha" are ea!il u)da"ed( "rac-ed( re"rie#ed( !hared( and !"ored 'or collabora"ion( re'lec"ion( and

a!!e!!men" 3Herring"on 5 6er#in( /0078, Similarl( a #a!" arra o' 'ormal and in'ormal digi"al

e.)erience! enhance o))or"uni"ie! 'or !"uden"! "o genera"e and )ar"ici)a"e in )o&er'ul learning

communi"ie!( e.)anding "heir ne"&or- o' )eer!( men"or! and re!ource! 'or de#elo)ing

com)rehen!ion and de)"h o' -no&ledge( )lu! indi#idual !ca''olding and 'eedbac- on learner*


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genera"ed con"en", Cloud*ba!ed "echnologie!( in )ar"icular( enhance con!"ruc"i#i!" and

coo)era"i#e learning en#ironmen"! b 'acili"a"ing "he !ocial con!"ruc"ion o' -no&ledge in a #er

re!)on!i#e "ime and !e""ing, Ra"her "han !"a"ic con"ribu"ion! 'rom !"uden"! !"ac-ed in linear

'a!hion( !ociall con!"ruc"ed -no&ledge( 'acili"a"ed "hrough cloud "echnologie! li-e Google doc!

and $i-i!( i! !hared and re'ined b mul"i)le u!er! in real "ime+ e" re"ain! a !"able record o' i"!

e#olu"ion "ha" can be u!ed 'or re'lec"ion and de#elo)men" o' me"acogni"i#e !-ill! 3en"on(

/0/8, Ne&e!" "echnologie! be!"o& un)receden"ed o))or"uni"ie! 'or !"uden"! "o connec" &i"h

one ano"her( "heir in!"ruc"or and o"her e.)er"! "o collabora"e and re'lec" on learning )roce!!e! and

obBec"i#e! in !ociall*media"ed learning communi"ie! 3Herring"on 5 6er#in( /0078, S"uden"! can

engage in cri"icall e#alua"ing "heir o&n &or- and "he &or- o' o"her! and )romo"e inno#a"i#e

idea! "hrough dnamic )roduc"! and )ublic dialogue! &i"h a broad audience 3Greenho& e" al,(

/00;8,

inall( 'or learner! "o "ran!'er -no&ledge and !-ill! 'rom educa"ional !e""ing! "o o"her

!i"ua"ion!( "he mu!" connec" &ha" "he learn in !chool "o &ha" "he e.)erience ou"!ide o' !chool

3%ro&n e" al,( ;F;8, Our !"uden"! are arri#ing in our in!"i"u"ion! &i"h "echnolog in "heir hand!

and rou"ine acce!! "o con"en" in a #arie" o' 'orma"!( )reeminen" in!"ruc"or!( e.)er"! &or-ing in

"he 'ield( and global da"aba!e!, Educa"or! mu!" recogni>e "ha" indi#idual! are !imul"aneou!l

in#ol#ed in mul"i)le !e""ing! in &hich "he crea"e "heir o&n learning con"e."! &i"hin and acro!!

)ermeable boundarie! and ca)i"ali>e on "he!e learner e.)erience! and e.)ec"a"ion! "o crea"e

engaging -no&ledge*building communi"ie! 3Greenho& e" al,( /00;8, Similarl( !hre&d u!e o'

"echnolog can im)ro#e learner engagemen" and mo"i#a"ion+ increa!ing !"uden" )er!i!"ence and

)ar"ici)a"ion b !u))or"ing "he com)e"encie! and in"ere!"! "he bring "o !chool and "ran!cend "he

barrier! be"&een !chool and modern li'e 3Greenho& e" al,( /00;8, $e need our !chool! "o hel)


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!"uden"! achie#e digi"al li"erac and em)o&er "hem &i"h "he !-ill! "o "each and e#alua"e "heir

o&n -no&ledge and e.)erience!, $e canno" e.)ec" our !"uden"! "o be )re)ared 'or "he ne&

&orld i' &e con"inue "o "each &i"h ou"da"ed "ool!, $eb /,0 hel)! u! re*imagine our educa"ion

model a! a modern( !ocial( re!)on!i#e( and au"hen"ic )roce!! &i"h an ac"i#e( learner*dri#en

a))roach "o 'o!"er li'e*long learning 3Greenho& e" al,( /00;8, Technolog i! no longer a

'acili"a"or o' good )edagog( bu" an in"egral elemen" o' )re)aring !"uden"! 'or "he real &orld,

Challenges to mplementation

Embracing "echnolog in con!"ruc"i#i!" en#ironmen"! i! no" &i"hou" challenge! a" bo"h

in!"i"u"ional and in!"ruc"ional le#el!+ and for the most part, hinges on the changes necessary to

create authentic student-centered and social learning environments and access to appropriate

technology 3Ghe'aili( /0048. Educa"ion i! an in!"i"u"ion &i"h a long hi!"or o' re!i!"ance "o

change in bo"h )edagog and in"egra"ion o' modern "ool!, ecade! o' "echnolog inno#a"ion

ha#e le'" a ri'" be"&een@ "he )roce!! o' "eaching and learning in !chool! and &a! o' ob"aining

-no&ledge in !ocie" a" large(@ 3S"rommen 5 Lincoln( ;;/8, Ob!"acle! in 'ormal educa"ion

include en"renched a""i"ude! and )rac"ice!( )h!ical and 'inancial con!"rain"!( "he digi"al di#ide(

curricular di!cordance( and ra)idl e#ol#ing "ool!,

Lac- o' agreemen" abou" &ha" con!"i"u"e! ?be!" )rac"ice!@ and ho& "echnolog )la! a

role in educa"ion i! "he )rimar hindrance "o crea"ing "echnolog rich con!"ruc"i#i!" learning

en#ironmen"!, Constructivism has gained momentum as a viable theory on which to base

learning models in last 25 years because of its focus on learning as an active process by the

student over the passive reception of knowledge from an instructor; but it is by no means

ubiquitous. Long-standing practices of direct instruction about abstract concepts still prevail in

many classrooms, plus many other educators remain actively opposed to technology.


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If knowledge is based on social, situational, and contextual experiences to be interpreted

and socially-validated rather than abstract, discrete packets of information to be uploaded into

students brains; a shift in pedagogy"o&ard! ac"i#e( !ocial !"uden"*cen"ered learning

en#ironmen"!must precede the incorporation of technology. Er"mer and O""enbrei"*Le'"&ich

3/008 indica"e "ha" &hile !u))or" and acce!! 'or "echnolog re!ource! ha! !"eadil increa!ed in

mo!" !chool!( in"egra"ion o' "echnolog in"o e''ec"i#e !"uden" learning ha! no" nece!!aril

occurred, Technolog i! o'"en u!ed in lo&er le#el &ri"ing and re!earch )rac"ice! or "o !u))or"

direc" in!"ruc"ion ra"her "han a! a )o&er'ul and dnamic "ool 'or !"uden"*cen"ered learning, Using

new technology to teach with passive methodology will not capitalize on the link between

educational needs and technological capabilities. Teacher training and pro'e!!ional de#elo)men"

!hould 'o!"er ne& "eaching )rac"ice! "ha" e''ec"i#el combine engaging !"uden"*cen"ered learning

en#ironmen"! &i"h ne& "echnolog 3Herring( /008,Cri"ical 'ac"or! include: !hi'"ing "he role o' "he

"eacher 'rom e.)er" "o 'acili"a"or( cul"i#a"ing !i"ua"ed )roblem*ba!ed learning in a collabora"i#e

en#ironmen"( !ca''olding and coaching !"uden"! "o e''ec"i#el u!e learning !"ra"egie!( and

embedding a!!e!!men" in learning )roce!!e! 3Herring( /00+ Herring"on 5 6er#in( /007+

S"rommen 5 Lincoln( ;;/8,

Ob#iou! in!"i"u"ional barrier! "o e."ended "echnolog are 'inancial and )h!ical limi"! in

!chool! 3S"rommen 5 Lincoln( ;;/8, Su))or" 'or "echnolog ha! ri!en in mo!" !chool!( bu"

con!iderable #ariance occur! due "o di#er!e budge"!( geogra)hical loca"ion( and building i!!ue!,

School! &i"h one*"o*one "echnolog ha#e a !igni'ican" ad#an"age in crea"ing "he con!"ruc"i#i!"

en#ironmen"! de!cribed in "hi! )a)er o#er "ho!e &i"h high !"uden"*"echnolog ra"io!, %udge"

re!"ric"ion! no" onl a''ec" acce!! "o !"uden"!( bu" al!o )ro'e!!ional de#elo)men" o)"ion! 'or

"eacher!, Teacher! can onl become )ro'icien" and con'iden" u!er! &hen o''ered mul"i)le and


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e."ended o))or"uni"ie! 'or "raining and a))lica"ion &i"h "ime "o de#elo)( de)lo( re'lec" and

ada)" 3Earle( /00/8, Clearl( !chool! !"ruggling 'i!call are more li-el "o ha#e o#erburdened

"eacher! and le!! "ime and mone 'or 1uali" )ro'e!!ional de#elo)men",

The digi"al di#ide i! ano"her challenge "ha" mu!" be addre!!ed 3Greenho& e" al,( /00;8, I'

"echnolog i! 'ull embraced in "he cla!!room( !"uden"! &i"h acce!! ou"!ide "he cla!!room arri#e

a" !chool &i"h an ad#an"age o#er "ho!e "ha" do no", i!ad#an"aged !"uden"! ma al!o 'all 'ur"her

behind a! "he o"her !"uden"! "ran!'er learning be"&een home and !chool &i"h grea"er ea!e,

E#idence )oin"! "o !igni'ican" bene'i"! 'or "ho!e &ho become digi"al ci"i>en! due "o our

increa!ing de)endence on digi"al !-ill! 'or ba!ic acce!! "o Bob!( educa"ion( 'inancial aid(

economic o))or"uni"ie!( )oli"ical in'orma"ion( )ublic media( and !ocial connec"ion!, In'orma"ion

ha! al&a! been a #aluable commodi", igi"al )ro'icienc ma ma-e "he di''erence be"&een

"ho!e &ho !ucceed and )ar"ici)a"e in !ocie" and "ho!e &ho become 'ur"her di!en'ranchi!ed

3i2aggio( Hargi""ai( Cele!"e( 5 Sha'er( /008, Thi! re)re!en"! bo"h an argumen" 'or including

"echnolog in "he cla!!room a! i" ma be "he onl #alid o)"ion 'or !ome !"uden"! "o gain acce!!(

a! &ell a! an ob!"acle "o )ro#iding e1ui"able educa"ion "o all !"uden"!, School! ha#e a

re!)on!ibili" "o en!ure "ha" all !"uden"! ha#e e1ual acce!! "o -no&ledge and educa"ional

o))or"uni"ie!,

Teacher! are al!o charged &i"h mee"ing manda"ed curricular obBec"i#e!( o'"en &i"h

ingrained a!!e!!men"!+ &hich ma be con"rar "o "he goal! o' con!"ruc"i#i!" learning

en#ironmen"!, Au"hen"ic learning en#ironmen"! re1uire "he )lanning( im)lemen"a"ion( and

re'lec"ion! o' "eacher! engaged in "heore"icall !ound )rac"ice! "o en!ure a))ro)ria"e "echnolog

e.)erience! engage !"uden"! in e''ec"i#e cogni"i#e "a!-! &i"hin a learning communi"

3Herring"on 5 6er#in( /0078,In!"ruc"ion !"ra"egie! mu!" be re!)on!i#e "o "he learner! in"ere!"!(


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!"reng"h!( and &ea-ne!!e! "hrough a))ro)ria"e a!!e!!men" and di''eren"ia"ion &i"h )ur)o!e'ul

coaching and !ca''olding, igi"al !-ill! become e!!en"ial i' !"uden"! are "o cri"icall na#iga"e and

'ull )ar"ici)a"e in "he $eb /,0 en#ironmen" 'or -no&ledge con!"ruc"ion( !ocial nego"ia"ion( and

re'lec"ion, Sel'*iden"i'ied "echnological )ro&e!! ha! been )o!i"i#el and !igni'ican"l correla"ed

&i"h ho& ac"i#el a !"uden" immer!ed "hem!el#e! in "he con!"ruc"i#i!" learning communi"

3Harmon 5 9one! /008, The burden 'or ma"ching curricular edic"! &i"h au"hen"ic learning

o))or"uni"ie! "ha" re'lec" !"uden" com)e"encie! and need! 'all "o "he "eacher( o'"en &i"h "oo li""le

"ime and "oo man !"uden"!,

inall( "he ra)id e#olu"ion o' "echnolog -ee)! !chool! ou" o' da"e, The re!ource! and

"ime needed "o !elec"( e#alua"e( "rain( and im)lemen" ne& "echnolog dela! moderni>a"ion in

!chool!, In re!)on!e( Herring"on and 6er#in 3/0078 and Greenho& e" al, 3/00;8 encourage

educa"or! "o e!"abli!h and )ar"ici)a"e in local and digi"al communi"ie! o' )rac"ice in a !u))or"i#e

and meaning'ul con"e." direc"l rela"ed "o "heir dail &or-, Educa"or! can become )ro'icien" in

$eb /,0 "ool! and cul"i#a"e online iden"i"ie! a! )ar" o' "heir o&n )ro'e!!ional de#elo)men" un"il

"heir )ra.i! na"urall in"egra"e! "he )o&er o' "echnolog,

Conclusion

Technolog !hould be in"egra"ed in"o our educa"ion "he &a i" i! in"egra"ed in"o our li#e!,

I" i! no" e."ernal "o learning o))or"uni"ie!( bu" ra"her in"er"&ined &i"h -no&ledge crea"ion(

con!um)"ion( and collabora"ion, Curren"l( !"uden"! 'ind "hem!el#e! engro!!ed b a rich dnamic

modern &orld &hile "oo o'"en con'ined "o a !"a"ic and didac"ic cla!!room (Strommen & Lincoln,

1992), One re!)on!e embrace! "he com)lemen"ar rela"ion!hi)! be"&een con!"ruc"i#i!m( !ocial

learning and educa"ional "echnologie! "o crea"e "echnolog*rich( au"hen"ic( con"e."ual

collabora"i#e learning communi"ie! "ha" "ran!cend "he barrier! be"&een !chool and dail li'e,


13/16


$hile I don" belie#e "ha" "here i! an !ingle in!"ruc"ional a))roach "ha" &ill engender all

learning 'or all )eo)le( I do con!ider "ha" !"uden"*cen"ered learning en#ironmen"! &i"h

o))or"uni"ie! 'or ac"i#e( collabora"i#e( con"e."ual( and re'lec"i#e )rac"ice! are "he mo!" bene'icial

and do no" nece!!aril )reclude all o"her 'orm! o' in!"ruc"ion, Nearl all o' "he re!earch

)re!en"ed here em)ha!i>e! "ha" "he re1ui!i"e change! in e''ec"i#e learning )rac"ice! !u)er!ede!

"he u!e o' an )ar"icular "echnolog( and "o con"inue u!ing "echnolog a! an addi"ional 'orm o'

direc" in!"ruc"ion in a "eacher*cen"ered en#ironmen" dimini!he! learning )o"en"ial, ?No longer

"he deli#er "ruc- o' in'orma"ion@ 3Herring( /008( a))ro)ria"e a))lica"ion! o' "echnolog can

"ran!'orm educa"ion !e""ing! in"o em)o&ering con!"ruc"i#e( !"uden"*led and !ociall*media"ed

learning communi"ie!,

Challenge! "o in"egra"ing con!"ruc"i#i!m( !ocial learning and "echnolog e.i!" in !chool!,

Ob!"acle! occur a" all le#el! !"a"e( di!"ric"( !chool and cla!!room( and include e!"abli!hed

a""i"ude!( )rac"ice! and )olicie!+ limi"ed re!ource! and "ime+ anemic "raining+ and con!"an"l

changing "echnologie!, 2o!" hurdle! &ill ha#e "o be addre!!ed 'rom "he bo""om u) ra"her "han

"he "o) do&n, Teacher! ha#e "o clari' "heir o&n "heore"ical 'ounda"ion! and de#elo) cogen"

in!"ruc"ional )rac"ice!( )ioneer "ran!'orma"i#e learning e.)erience! in "heir cla!!room!( and

engage in digi"al learning communi"ie! "o con!"ruc" ne& re'lec"i#e and !ociall*nego"ia"ed

-no&ledge in "heir o&n )ro'e!!ion,


14/16


Re'erence!

%ro&n( 9, S,( Collin!( A,( 5 uguid( =, 3;F;8, Si"ua"ed cogni"ion and "he cul"ure o' learning,

Educational Researcher, 1838( 4//,

en"on( , $, 3/0/8, Enhancing in!"ruc"ion "hrough con!"ruc"i#i!m( coo)era"i#e learning( and

cloud com)u"ing, TechTrends( !38( 4*,

i2aggio( =,( Hargi""ai( E,( Cele!"e( C,( 5 Sha'er( S, 3/008, igi"al ine1uali": rom une1ual

acce!! "o di''eren"ia"ed u!e, "ocial ine#uality( 4


15/16


Greenho&( C,( Robelia( %,( 5 Hughe!( 9, E, 3/00;8, Learning( "eaching( and !cholar!hi) in a

digi"al age &eb /,0 and cla!!room re!earch: $ha" )a"h !hould &e "a-e no&K,Educational

Researcher( 3838( /J*/


16/16


Na"ional Re!earch Council, 3/0/8A 5ramewor& for K$1+ science education: Practices,

crosscutting conce-ts, and core ideas, $a!hing"on( C: The Na"ional Academie! =re!!,

=hilli)!( , C, 3;;

Documents

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