Constructivism+and+ICT




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Approaches to teaching and learning ICT stem from ideas of constructivism or constructivist teaching and learning styles (Newhouse, Trinidad and Clarkson 2002 p, 7). This approach to teaching and learning focuses on ‘higher order thinking’ skills. Constructivism is defined by Perkins (1992) cited in Newhouse, Trinidad and Clarkson (2002 p, 7) as ‘… is the notion of the organism as "active" - not just responding to stimuli, as in the behaviourist rubric, but engaging, grappling, and seeking to make sense of things’.

Constructivist learning allows students to explore and engage with learning in ways which challenges students to understand what they are learning by knowing, understanding and doing (Newhouse, Trinidad and Clarkson 2002 p, 7). This constructivist approach focuses on the teacher knowing and analysing their students in regard to what they already know and students understandings. The constructivist approach is a as it sounds allows students to construct their own knowledge through ‘student-centred’ learning (Newhouse, Trinidad and Clarkson 2002 p, 7). This constructivist approach alters the course of learning and especially teaching as the teacher becomes more of a facilitator of learning (Newhouse, Trinidad and Clarkson 2002 p, 7). However, it is important that teachers balance their use of constructivist learning with other pedagogical strategies as the onus is not only on being student directed learning, however it involves teachers taking responsibility for setting their students on the right direction and educating them about what good work looks like (Newhouse, Trinidad and Clarkson 2002 p, 7).

A note from Ben... media type="file" key="Changes.mp3" align="center" width="240" height="20"

A good table which shows how constructivist learning differs from traditional types of learning which emphasise that students are like an ‘empty vessel ‘ which needs to be filled with information.

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