Constructivism, Technology, and the Future of Classroom Learning

Strommen, Erik; Lincoln, Bruce

doi:10.1177/0013124592024004004

Cited by 104 publications

(64 citation statements)

References 9 publications

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“…New technologies do not necessarily cause a change in pedagogical practice; instead, it may reinforce existing pedagogical foundation and outlook (Zurita & Ryberg, 2005). However, successful use of computer technology requires an instructional change to constructivist teaching (Strommen & Lincoln, 1992;Jonassen, Peck, & Wilson, 1999) that is student-centred learning (Pedersen & Liu, 2003;Sandholtz, Ringstaff, & Dwyer, 1997).…”

Section: Teachers' Perceptions On Technology Integrationmentioning

confidence: 99%

EFL Teachers’ Perceptions on Blackboard Applications

Mohsen¹,

P²

2014

ELT

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The widespread availability of technological infrastructure has enhanced the adoption of learning management systems (LMSs) in educational institutions. Blackboard is one of the most popular marketable LMSs adopted in higher education institutions. As some previous studies have viewed that positive perceptions played a vital role in adopting new technologies, this paper aims to investigate teachers' perceptions on blackboard applications in the context of teaching English as a foreign language (EFL). To gather data, 32 EFL university teachers from Saudi Arabia were surveyed and interviewed about their perceptions toward the use of the blackboard. The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching. Most teachers view Blackboard as a structured e-learning platform that helps improve the teacher-student relationship in a course and aids to make teaching English more successful. The study findings; however, revealed that the use of blackboard as a blending learning is still focusing on administrative issues rather than pedagogical significance for language learning. Recommendations and directions for future research are highlighted at the end of this article.

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Section: Teachers' Perceptions On Technology Integrationmentioning

confidence: 99%

EFL Teachers’ Perceptions on Blackboard Applications

Mohsen¹,

P²

2014

ELT

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“…From the results of the focus group discussion, Kahoot application is only able to fulfill four of the seven principles of good feedback practice. In parallel, Strommen (1992) states that technology assessment is difficult to merge the seriousness of a test within the fun engaging interactive test. The limitation…”

Section: Discussionmentioning

confidence: 99%

“…For an educator to be adapted with new technology approaches as a way to run their classroom, it will require acceptance of the approach into the education system. Strommen (1992) mentioned that other than educators, the changes are also for administrators, experts, and many others. As a good start, educators started to be introduced to simple online classroom activities such as the educational technology application called Kahoot.…”

Section: Literature Reviewmentioning

confidence: 99%

The Efffectiveness of Kahoot Application Towards Students’ Good Feedback Practice

Omar

2017

pijss

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“…(Strommen F. 1992) Ha ezek után megpróbálunk definíciót találni a konstruktív tanulási környezet fogalmára, Wilson egyszer , mégis a lényeges elemeket magában foglaló leírását elfogadhatjuk kiindulásképpen:…”

Section: áBra a Hagyományos éS A Konstruktivista Osztálykörnyezet öSsunclassified

Tanárjelöltek kommunikációja az IKT-osztályteremben

Gonda¹

2016

Anyanyelv-pedagógia

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Constructivism, Technology, and the Future of Classroom Learning

Cited by 104 publications

References 9 publications

EFL Teachers’ Perceptions on Blackboard Applications

EFL Teachers’ Perceptions on Blackboard Applications

The Efffectiveness of Kahoot Application Towards Students’ Good Feedback Practice

Tanárjelöltek kommunikációja az IKT-osztályteremben

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