The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning
One of my publications is:
Taber, K. S. (2017). The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook on Digital Learning for K-12 Schools (pp. 397-412). Switzerland: Springer International Publishing.
Access the published version at: https://link.springer.com/content/pdf/10.1007%2F978-3-319-33808-8_24.pdf
Download the author's manuscript version
Abstract
Constructivism as a perspective on teaching draws upon research into the nature of learning to inform pedagogy. From a constructivist viewpoint educational technologies are potential tools for enacting curriculum through particular pedagogic approaches. New technologies therefore add to the teacher's toolbox offering alternative ways to bring about learning within an established strategy. Digital technologies offer considerable new possibilities for the teacher, but should always be used as part of principled pedagogy rather than seen as ends in their own right. This chapter considers key features of constructivist thinking about learning, and offers some illustrative examples of situations where digital technologies have particular potential to support school teachers adopting a constructivist perspective to inform their classroom work.
Keywords
Contents:
- Introduction
- What is constructivism?
- What is constructivist teaching?
- Constructivist learning theory
- The importance of learning the tool before learning with the tool
- Supporting teachers in formative assessment and remedial instruction
- Encouraging the student to be active in their learning
- Social aspects of knowledge construction
- Teaching and learning as dialogic activity
- Conclusion
