Constructivism and the deployment of information technology into higher education classrooms are each widely discussed in academic literature, but generally without a critical perspective on their interaction from a pedagogical point of view as new technology is continuously unveiled.

Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks explores the theoretical frameworks underlying constructivist thinking and the digital revolution in education as they impact each other. Drawing upon a wide range of international field experts, this book assesses the claims made for the educational effectiveness and constructivist orientation of various technologies and technological systems on the basis of on-the-ground applications and implementations.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Asynchronous discussions to teach critical thinking
Authentic assessment through information technology
Constructivism and online collaborative group learning
Constructivism and progressive higher education
Constructivism in online theory
Constructivist approach to online learning
Information technology and mental modeling
Information technology use in higher education
International approaches to constructivism
Nontraditional students and information technology
Teaching and learning with information technology
Virtual constructivism

Reviews and Testimonials

"This book examines the prospects for progressive higher education in the age of information technology. The topic is especially relevant to the nature of teaching and learning in higher education just because so little of it has actually changed until very recently."

– Carla R. Payne, Union Institute & University, USA

This masterwork is a must read for any practitioners or theoretician interested in using burgeoning communication and information technologies to improve teaching and learning in higher education.

– Arthur Chickering, Goddard College, USA

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Editor/Author Biographies

Carla R. Payne is Professor Emerita of Graduate Studies at Union Institute & University, where she supervised low residency MA students in individualized interdisciplinary studies, and designed and implemented an online Master’s program. She earned the BA in Philosophy from Barnard College, and the MA and Ph.D, also in Philosophy, from SUNY/Buffalo. Publications include "Good Practice and Motivation in Online Learning," in Motivating & Retaining Adult Learners Online (2002); "Teaching and Technology for Human Development," co-authored with A.W. Chickering and G. Poitras, in Educational Technology (2001); “Design for Success: Applying Progressive Educational Principles Online,” in Current Perspectives on Applied Information Technologies: Preparing Teachers to Teach with Technology (2004); “What Do They Learn?” in Flexible Learning in an Information Society (2006); “Can We Talk? Course Management Software and the Construction of Knowledge,” co-authored with Cornel J. Reinhart, in On the Horizon (2008). She continues to teach ethics and philosophy online for the Community College of Vermont.

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Editorial Review Board

Arthur W. Chickering, Goddard College, USA

Patrizia Ghislandi, University of Trento, Italy

Jennifer Holtz, DePaul University, USA

Pankaj Kamthan, Concordia University, Canada

Kinshuk, Athabasca University, Canada

Marina Papastergiou, University of Thessaly, Greece

David Seelow, Excelsior College, USA