Demystifying constructivism: the role for the teacher in new-technology exploiting learning situations

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

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This chapter introduces constructivism as a pedagogical construct from which educational professionals might begin to analyse new technology exploiting learning-teaching interactions. Following a brief history of constructivism as both epistemology and pedagogy it presents an overview of published literature through an analysis of the characteristics of constructivist learning and learning environments and the characteristics of constructivist teachers. Finally, seven principles by which teachers might begin to analyse practice are proposed and discussed via the deconstruction of three fictional, new technology exploiting, learningteaching vignettes. In this way it is hoped that educators in a variety of contexts will be able to engage in reflection concerning the theory and practice of constructivist pedagogy as related to personally held professional positions.

Original languageEnglish
Title of host publicationHandbook of Research on Literacy in Technology at the K-12 Level
EditorsLea Tan Wee Hin, R Subramaniam
Place of PublicationHershey, PA
Number of pages22
Publication statusPublished - 1 Dec 2005


  • constructivism
  • constructivist learning
  • pedagogical frameworks

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