Demystifying constructivism : the role for the teacher in new-technology exploiting learning situations

Adams, Paul; Hin, Lea Tan Wee and Subramaniam, R, eds. (2005) Demystifying constructivism : the role for the teacher in new-technology exploiting learning situations. In: Handbook of Research on Literacy in Technology at the K-12 Level. IGI Global Publishing, Hershey, PA, pp. 493-514. ISBN 9781591404941 (https://doi.org/10.4018/978-1-59140-494-1.ch028)

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Abstract

This chapter introduces constructivism as a pedagogical construct from which educational professionals might begin to analyse new technology exploiting learning-teaching interactions. Following a brief history of constructivism as both epistemology and pedagogy it presents an overview of published literature through an analysis of the characteristics of constructivist learning and learning environments and the characteristics of constructivist teachers. Finally, seven principles by which teachers might begin to analyse practice are proposed and discussed via the deconstruction of three fictional, new technology exploiting, learningteaching vignettes. In this way it is hoped that educators in a variety of contexts will be able to engage in reflection concerning the theory and practice of constructivist pedagogy as related to personally held professional positions.

ORCID iDs

Adams, Paul ORCID logoORCID: https://orcid.org/0000-0001-8527-9212; Hin, Lea Tan Wee and Subramaniam, R
CORE (COnnecting REpositories)