Constructivism has its roots in philosophy, psychology, sociology and education. This CDTL Brief examines the concept of constructivism and how it contributes to teaching and learning in classrooms and IT environments.
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| Constructivism: What It Means for My Own Teaching |
| Kevin S. Carlson, PhD. |
| Educational Development Specialist, CDTL |
| Although constructivism has many meanings and connotations in educational literature, I will examine this concept specifically from the perspective of my academic training (as a Developmental Psychologist) in this article. Continue reading |
| Constructivism and IT-related Strategies: Setting the Scene |
| Mr Paul Gagnon, M.Ed |
| Educational Development Specialist/Instructional Designer Educational & Staff Development Department, Singapore Polytechnic |
| That ignoble introduction aside, any discussion on the use of constructivist pedagogy in an IT environment requires at the outset: (a) a clear understanding of what is meant by a constructivist pedagogy, (b) an awareness of the unique opportunities available within one’s institutional IT environment—or what Jonassen (Doolittle, 1999) characterised as “the constructivist e-learning environment”, and (c) practical strategies which reflect/model the discovery approach to learning. Continue reading |
| Developing
Learner Autonomy Online |
| Dr Jonathan Aliponga |
| Hakuho Women’s College/Nishiyamato School Nara, Japan |
| The rise of the information age has led to the widespread use of information technology (IT) in practically all spheres of life, schools included, thereby enabling learners to further enhance and take charge of their own learning. In the past few years, many studies conducted across curricula, both qualitative and quantitative, have found that computers are being used to promote learner autonomy (Carr, et al., 1998; Ingvarson & McDonald, 1997; Marcus, 1995; Volker, 1992). Continue reading |