Technology in the

Constructivist Learning
Environment
Learning Objectives:

• Explain fully the concept of a learning

environment.
• Discuss and put in context the various
constructivist learning principles.
• Create a technology-supported
constructivist learning environment.
 Introduction
Today, all of us are aware that the
traditional picture of the teacher, the
classroom, and the school is gradually, if
not totally phasing out due to emergence
of learning paradigms and the influx of
technology in the learning environment.
 Is the school or the
classroom the only
learning environment?
 What
is
Learning Environment?
• it refers to the diverse physical locations,
contexts, and cultures in which students learn.

• the term also encompasses the culture of a school or

class– its presiding ethos and characteristics,
including how individuals interact with and treat one
another as well as the ways which teachers may organize
an educational setting to facilitate learning (The Learning
Environment, 2013)
 Learning environment is more than
just its physical components. It
involves teaching and learning goals,
learners’ characteristics, activities that
facilitate learning assessment strategies
and the culture in the learning
environment (Bates, 2014)
 A learning environment from
a teacher’s perspective
Constructivist Learning
Environment
 • the term constructivist is rooted from the
theory of constructivism.

• Jerome Bruner developed the theory

of constructivism.
• his constructivist theory was
influenced by the earlier theoretical
research of Lev Vygotsky, and Jean
Piaget.
• Bruner’s constructivist framework supports
the belief that learners construct new ideas and
concepts based on their existing knowledge.
He presented the idea that children could be
active problem solvers and are capable of
exploring more difficult subjects of
instruction.
• Today constructivism is the latest catchword in the academic
arena. It is not actually new as a learning principle, however,
this is oftentimes misunderstood and seldom practiced in the
classroom. In a nutshell, the theory of constructivism states
that knowledge is constructed not transmitted, that the
construction of knowledge is based on experience; that
learning is a social dialogical process; and therefore, through
dialogues and conversation learning takes place.
Basic Constructivist Principles
• Learning is an active process. It requires learners
to be engaged in the learning activities that will
enable them to construct their own knowledge and
understanding.

• People learn to learn as they learn. The act of

learning involves constructing meaning and systems
of meaning. Every meaning we construct enable us
to give meaning to other related senses and
perceptions that follow similar pattern.
• Construction of meaning is cognitive. It takes place in the
mind. While physical activities and hands-on experience
may be necessary for learning, however, it may not be
sufficient. Teachers need to design learning activities that
will involve both the mind and the hands. This is what
Dewey calls reflective activity.

• Learning involves language. Research studies have

emphasized the influence of language in learning
particularly the role of talk in the classroom. Some people
even talk to themselves while learning.
• Learning is a social activity. Learning is highly associated with the
degree of connection and interaction we make with others. Through
dialogues and conversations with others make us learn.

• Learning is contextual. We do not learn isolated facts and theories but

rather we learn in relationship to other things we know, what we
believe, our prejudices, and our fears. We cannot separate our learning
from our lives.

• Knowledge is needed in order to learn. We can’t assimilate new

knowledge without having some structure developed from previous
knowledge to build on.
• Learning is not instantaneous. It takes time. In learning we usually
recall ideas, reflect and try on them and eventually use them. And
when we ponder on these cluster of thoughts and ideas, we are
actually engaging in meaning making and, therefore, this takes
time.

• Motivation is a key component in learning. In any act of learning,

motivation plays a crucial role. Teachers understand that the source
of motivation may be intrinsic or extrinsic. Motivation here includes
an understanding of ways in which the new knowledge may be
used.
 Traditional Classroom
Curriculum begins with the parts of the Curriculum emphasizes big concepts,
whole. Emphasizes basic skills.
Strict adherence to fixed curriculum is
highly valued
Materials are primarily textbooks and
workbooks.
Learning is based on reception.
Teachers disseminate information to
students; students are recipient of
knowledge
Constructivist classroom
beginning with the whole and
expanding to include parts.
Pursuit of student questions and
interests is valued.
Materials include primary sources of
material and manipulative material.
Learning is interactive, building on
what the student already knows.
Teachers have a dialogue with
students, helping them construct their
own knowledge.
Teacher’s role is directive, rooted in
authority.
Assessment is through testing,
correct answers.
Knowledge is seen as inert.
Students work primarily alone.
Teacher’s role is interactive, rooted in
negotiation.
Assessment includes student works,
observations, and point of views, as
well as tests. Process is as important
as product.
Knowledge is seen as dynamic, ever
changing with experiences.
Students primarily in groups.
Technology in the Constructivist
Learning Enviroment
• The use of technology in the learning environment has been
highly associated with the application of the constructivist
learning principles.

• Today’s instructional technologies have the features and

capabilities to support learning. The emergence and the
widespread use of social media and other online apps support the
constructivist principle that learning is a social activity that
involves interaction between and among learners, with teachers
and others.
Teacher’s role in Constructivist
learning environment
• An expert learner who can guide students
into adopting cognitive strategies such as self-
testing, articulating understanding, asking
probing questions, and reflection.
• An organizer of information around big
ideas that engage the student’s interest, to
assist students in developing new insights,
and to connect them with their previous
learning.
• Designer of learner-centered learning
activities that will encourage the students
to ask their own questions, carry out their
experiments, make their own analogies,
and come to their own conclusions.

• A guide, a coach, and a mentor in the

process of constructing knowledge.
Thank You!