An examination of constructivist educational technologies: Key affordances and conditions

Feyzi-Behnagh, Reza; Yasrebi, Sepideh

doi:10.1111/bjet.13036

Cited by 43 publications

(30 citation statements)

References 18 publications

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“…By engaging in programming with their students and finding it joyful and fun, they are learning and discovering together with them (Papert, 1999). Related to previous research on affordances in educational context, where a common topic is design to support different kinds of learning (Antonenko et al, 2017;Dalgarno & Lee, 2010;Feyzi Behnagh & Yasrebi, 2020), the perceived affordances identified through this study also highlights supporting learning. Whether it is supporting subject content (perceived affordances of adaptation, control, and freedom) or supporting fun and motivation (perceived affordances of play and discovery).…”

Section: Discussionsupporting

confidence: 60%

“…Affordances are always relative to something and, in the context of ICT, relative to desirable goals or strategies for teaching and learning." (Hammond, 2010) A common topic in previous research on affordances in educational context is design of technology to support learning, for example technology for computer-supported collaborated learning (Feyzi Behnagh & Yasrebi, 2020), supporting dyslexic readers (Antonenko et al, 2017), and 3-D virtual learning environments (Dalgarno & Lee, 2010).…”

Section: Related Workmentioning

confidence: 99%

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Teacher observations of programming affordances for K-12 mathematics and technology

Humble

2021

Educ Inf Technol

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With future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.

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Section: Discussionsupporting

confidence: 60%

Section: Related Workmentioning

confidence: 99%

Teacher observations of programming affordances for K-12 mathematics and technology

Humble

2021

Educ Inf Technol

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“…Uygun pedagojik uygulamalarla birlikte öğrenme sürecine entegre edilen eğitim teknolojileri, bireylerin performansları, katılımları, yaratıcılıkları ve sorgulama süreçlerini desteklemektedir (Feyzi Behnagh & Yasrebi, 2020). Bu bağlamda söz konusu uygun pedagojik uygulamalar için eğitim teknolojilerini etkin bir şekilde kullanabilen öğretmenlerin varlığı öğrenme aktivitelerinde olumlu sonuçların alınması noktasında oldukça etkilidir (Aksoğan & Bulut Özek, 2020;Bozpolat & Arslan, 2018).…”

Section: Introductionunclassified

Teaching Methods Preferred by Pre-Service Science Teachers and Their use of Technology

Sönmez

Memiş

2021

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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“…Basic ideas of constructivist pedagogy are used for various areas of educational reforms and the development of innovative teaching practices [18]. In this day and age, the advantages of constructivist pedagogy become important for the effective distance education when the educational design changes from a behaviorist approach focused on "impartial" assessment of learning outcomes and confidence in achieving the desired results to maximizing students' own knowledge and self-control over their own success in education [19].…”

Section: Introductionmentioning

confidence: 99%

Constructivist pedagogy in context of modern philosophy of education

Koptseva¹

2020

P Sci Edu

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Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way. Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm. Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students' abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education. Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.

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An examination of constructivist educational technologies: Key affordances and conditions

Cited by 43 publications

References 18 publications

Teacher observations of programming affordances for K-12 mathematics and technology

Teacher observations of programming affordances for K-12 mathematics and technology

Teaching Methods Preferred by Pre-Service Science Teachers and Their use of Technology

Constructivist pedagogy in context of modern philosophy of education

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