Chapter 5: Computers and Education: A Cultural Constructivist Perspective

An examination of constructivist educational technologies: Key affordances and conditions

“…Last, constructivist learning environments will be discussed in terms of their social outcomes and their alignment with principles of constructivism, hence, exploring the expansive and transformative potential of these technologies. We are also going to examine whether constructivist educational technology (CSCL tools as a class of such technology) have fallen into the pitfalls recognized by Scott, Cole, and Engel (1992), namely that educational technology "embodies presupposed fixed tasks and goals, and a restricted range of social arrangements of a top-down, authoritarian nature" (p. 193).…”

Examining physiological and self‐report indicators of empathy during learners’ interaction with a queer history app

“…Results provide preliminary evidence that our mobile app can be used to empower educators and individuals to learn about the histories of minorities that remain outside of formal curriculums: an aim well‐aligned with constructivist technologies (Scott et al ., 1992). Such technologies are critical because teachers and students cannot always rely on curriculums, even those that explicitly value equity and diversity (Alberta & Student Learning Standards Division, 2016), to not have blind spots—unintentional or otherwise.…”

“…Learners were also able (and encouraged) to explore virtual 3D maps (via Google Street View) to compare and contrast how the past locations have transformed and decided how much time they invested learning from various multimedia and historical sites. These and other design decisions (see Harley, Liu et al ., 2019) are anchored in constructive learning experience, especially the notion that educational technologies should strive to be more than a specialized area of the curriculum, a substitute for an instructor or merely a tool that teachers can use to achieve traditional aims (Scott, Cole, & Engel, 1992).…”

“…The EQH App aimed to achieve Scott and colleagues’ (1992) vision for constructivist technology in a number of ways: by leveraging different forms of multimedia, it shares human perspectives along with facts in a user‐paced and engaging manner (Harley, Liu et al ., 2019). By exploiting open‐access (free) and ubiquitous technologies (eg, mobile phones, computers) and established best practices in user experience (eg, Google Maps), the EQH App maximizes accessibility to users with different levels of technological knowledge and financial resources.…”

Constructivist educational technology: Re‐examining the foundations and state of the literature

“…With this special issue, we revisit Scott, Engel, and Cole's (1992) call in the pages of the Review of Educational Research for educational technology research on the social dimension of educational technology, examining processes and outcomes of technology use on social groups and processes. While social media technologies are disrupting public institutions and inflaming social movements, it is undeniable that our ability to coordinate a global pandemic response has been greatly influenced by the availability of information technology.…”