There is a strong move worldwide for a constructivist theory to underpin the way teaching and learning are viewed in today’s colleges and universities. In this chapter, the authors explore the interconnections (or not) between constructivist theory and mainstream university teachers’ practice, and their use of educational technology. They suggest that at the heart of ongoing transformation of teaching with technology is a supportive context and inspirational leadership that (re)engages the academic heartland with constructivist learning theory, so that teaching with technology is constructivist based. Technology can thus serve as a powerful catalyst for reinvigorating the inter-relationships between theory and practice.
The term “learner-centered teaching” now pervades institutional strategic documents, as well as extensive literature and research on learning and teaching. In addition, much effort is devoted to trying to get faculty, who are at the coalface in higher education institutions around the world, to view teaching as constructivist or learner-centered.