Constructivism Theory in Technology-Based Learning

Constructivism Theory in Technology-Based Learning

Lazarus Ndiku Makewa (Lukenya University, Kenya)
Copyright: © 2019 |Pages: 20
DOI: 10.4018/978-1-5225-5915-3.ch015

Abstract

Learning theories are conceptual frameworks describing how knowledge is absorbed, processed, and retained during learning. This chapter will explore constructivism theory and how it determines impact on technology knowledge in instruction. Constructivism theory states that learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge. It states that knowledge must be constructed by the learner. The teacher can only assist the learner to do the construction. The construction of knowledge is a dynamic process that requires the active engagement of the learners who will be responsible for one's learning while the teacher only creates an effective learning environment. As students and teachers make use of technology in the learning process, these skills become necessary and the technology becomes a learning tool. Technology can serve as coaches by locating the problem and allowing for as much rehearsal, practice, and help as necessary to accomplish the task. Technology can enhance the cognitive powers of students.
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Teacher’S Role In Constructivism

Teacher competence is among the most important determinants of student performance. The teacher must be skillful to handle the learning process. This is even more significant when applying constructivism (Darling-Hammond, and Falk, 1997). Several factors affect the learners’ experiences. These are teacher’s competence, beliefs, and actions. The teacher guides the learner in the process of teaching and learning based on the interactive experiences (Brooks and Brooks, 1993). Teachers should correct or warrant the knowledge a learner constructs, therefore promoting the development of powerful and effective constructions (Confrey, 1990, Ernest, 1994, Delannoy, 2000). They must direct the student to provide experiences that can question or expand upon their previous learning. Teachers must continuously reassure students that they are doing things right, that their thinking has power and their errors are correctable (Noddings, 1990). Teachers should allow students to choose activities that create interest and also those which explain answers, and prompt students to be involved (Mikusa, and Lewellen, 1999). Students should be given space to explore for themselves areas of provocative acts, dilemmas or challenges so that they can use their talents to bring out experiences they will never forget as they forge forward with education (Pirie, and Kieren, 1992; Kriek & Grayson, 2009).

Key Terms in this Chapter

Constructionism: This theory states that as the learner interacts with the environment, there is learning which takes place. Thus, the learner’s knowledge increases as he experience informing experiences.

Learning: The acquisition of knowledge or skills through study, experience, or being taught.

Technology Integration: Technology integration is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa.

Classroom: The space with in a structure or virtual where learning takes place.

Technology: The application of knowledge into practical examples. This knowledge is useful as the learner comes across challenges which may need some practical solutions.

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