Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies

Doolittle, Peter E.; Hicks, David

doi:10.1080/00933104.2003.10473216

Cited by 141 publications

(107 citation statements)

References 30 publications

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“…Students can use the Internet as a method of inquiry, which allows them to seek multiple perspectives on issues and become more informed citizens. Such instruction can encourage students to engage in social action, giving them a feeling of civic responsibility that goes beyond the passive act of voting (Hicks et al, 2002;Doolittle & Hicks, 2003;Waring, 2006). These studies imply that increased access and adequate technological training will help create young adults who value democratic ideals.…”

Section: Economic Democratic and Social Implications Of The Digitalmentioning

confidence: 99%

“…Also, Internet access can democratize the availability of primary sources and allow visits to virtual museums or other educational opportunities that otherwise would remain unexplored (Doolittle & Hicks, 2003;Bolick, 2006). A study by Tally & Goldenberg (2005) found that 87% of students felt they had learned more by using technology in their history class and 72% said they held favorable attitudes toward history as a result.…”

Section: Educational Implications Of the Digital Dividementioning

confidence: 99%

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The Inequities of the Digital Divide: Is E-Learning a Solution?

Journell

2007

E-Learning and Digital Media

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This article addresses the continuing digital divide in public education, one that defines itself largely along geographic, socioeconomic, and cultural lines. The article refutes the idea that the digital divide is dwindling due to increasing access to technology within the United States, instead focusing on digital literacy and cultural barriers as perpetuating the divide, causing economic, democratic, and social ramifications for those affected. Finally, e-learning is proposed as a potential solution to narrow the divide based on the ability to receive effective instruction without geographic restraints.

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Section: Economic Democratic and Social Implications Of The Digitalmentioning

confidence: 99%

Section: Educational Implications Of the Digital Dividementioning

confidence: 99%

The Inequities of the Digital Divide: Is E-Learning a Solution?

Journell

2007

E-Learning and Digital Media

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“…Learners should play an active role in constructing knowledge as learning is collaborative and learners learn from teachers and fellow learners (Woolfolk 2007:481). Doolittle and Hicks (2003) point out that, in a socialconstructivist learning environment, the teacher facilitates the interaction between the individual and the environment in learners' knowledgeconstruction processes which are embedded in a particular context. The teacher's role is to create experiences within which learners will learn and then guide the learners through those experiences.…”

Section: Conceptual-theoretical Frameworkmentioning

confidence: 99%

Self-directed learning research: An imperative for transforming the educational landscape

Mentz¹,

Oosthuizen²

2016

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“…Firth and Wagner (2007) view adaptation to a new communicative context as an essential part of the learning process. This view is based on the Doolittle and Hicks (2003) constructivist interpretation that cognition should be envisioned as an adaptive process which results in making the learners more viable in a changing environment. As such, it can be inferred that students participating in the present study adapted to change, and thus learned to communicate in a new and challenging context.…”

Section: Will Show Valérie My Work Then She Will Correct It She Wmentioning

confidence: 99%

Addressing Foreign Language Learning Anxiety with Facebook

Gabarre¹,

Gabarre²,

Din³

et al. 2016

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Learning a foreign language can be a daunting task which challenges students in several ways. Although students more readily identify anxiety as linked to speaking, all other language skills have been linked to Krashen's affective filters. The present study sought to address these filters, with an emphasis on anxiety, by incorporating Facebook on mobile phones in the language classroom. A grounded action research method was adopted for the implementation as it enabled the researchers to alter their intervention, and provided a means to systematically analyze the data. A Facebook page and group were introduced to one single cohort of students in their French as a foreign language class. During three semesters, data were collected through online observations and interviews. A three-level coding scheme adhering to Strauss and Corbin's grounded theory enabled the construction of models describing the implementation. Findings revealed that students positively evaluated the incorporation of Facebook in their language course. An assessment of reports linked to anxiety indicated a positive change over the course of the study. Besides reduced levels of anxiety, the use of Facebook was associated with increased self-confidence and motivation. The benefit of learning with friends in an online environment was connected to adaptive strategies leading to improved learning experiences. These findings are discussed in light of the use of a social networking site in a social constructivist perspective.

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Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies

Cited by 141 publications

References 30 publications

The Inequities of the Digital Divide: Is E-Learning a Solution?

The Inequities of the Digital Divide: Is E-Learning a Solution?

Self-directed learning research: An imperative for transforming the educational landscape

Addressing Foreign Language Learning Anxiety with Facebook

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