The constructivist theory takes a key role in integrating technology. As stated, by Berryman (1994) “one aspect of constructivism is the social collaboration that takes place. Collaboration is a key in applying constructivist principles, whether the collaboration take place between teacher and student, or student to student.” As a teacher we, provide the scaffolding and support for students to acquire the appropriate skill. Collaboration is also not limited to one physical classroom. With the World Wide Web, collaboration can occur online, where students view peers as resources for support as well.

 

In any classroom, each student brings different skills, including computer-based skills, and unique learning styles to the learning process. Each individual can support the unique thinking and learning skills of another.  For example, multimedia has the ability to cater to individual preferences and support what can be described as constructivist pedagogy. Constructivists believe that knowledge is constructed socially using language; everyone has different social experiences resulting in multiple realities. This is important when maintaining a constructivist classroom while integrating technology while educators need to understand that learners will require a variety of different experiences.

 

Instructional technology was meant for two uses in schools: learning about computers and using them to create basic skills. As this was being developed in schools, it turned more into computer literacy, where students learned many different things about the computer, including: terminology, programming, ethical and social uses of computing and much more. In order to implement this technology, the teachers and aides had to be trained in the technology first, in order for their students to learn. (Berryman, 1994)

 

The constructivist theory states that students are given tools to construct their own knowledge. Applying the constructivist theory with technology integration can allow students to work to their fullest potential. Constructivist learning wants the educators to adopt the idea that each learner will construct, obtain, and interpret their own knowledge differently. This active process and allows the students to make sense of their world. When it comes to integrating technology into classrooms, constructivism has not always been the root theory. Previously, the philosophy of technology instruction followed the idea of Instructivism. Instructivists argued that using an instructional system design model could be useful to identify what is to be taught, determine how it will be taught, and evaluate the instruction to determine if it is effective. Although this could be effective as far as evaluation, the constructivist point of view has also developed and is now considered when integrating technology instruction. (Berryman, 1994)

 

 

 

When maintaining a constructivist classroom while integrating technology, educators need to understand that learners will require a variety of different experiences. This is why a constructivist may consider these three questions when it comes to any type of instruction: First, What does it mean to know something? Second, how do we come to know it? And third, how does this knowledge influence our thinking processes? The constructivists argue that the systematic process offered by instructionalists is a problem because there is nothing systematic about how we learn or construct knowledge. Also, activities need to be incorporated so that learners experience real world relevance while using technology. One benefit of using technology for instruction in today’s world is that communication technology has allowed for constructivists principles to still be maintained; constructivists see technology as a powerful learning tool. As educators hold strong to their learning theory beliefs and design their classroom around those theories, it is important to note that technology is not an instructional choice anymore, but a necessity in today’s classrooms. (Berryman, 1994)

 

 

 

Berryman, S. (1994). Cognitive science: Challenging schools to design effective learning environments. New York: Columbia University, Teachers College, Institute on Education and the Economy.