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Constructivism, Technology, and Meaningful Learning

Constructivism, Technology, and Meaningful Learning
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Author(s): Jared Keengwe (Muskingum College, USA) and Grace Onchwari (University of North Dakota, USA)
Copyright: 2008
Pages: 14
Source title: Handbook of Research on Instructional Systems and Technology
Source Author(s)/Editor(s): Terry T. Kidd (Texas A&M University, USA) and Holim Song (Texas Southern University, USA)
DOI: 10.4018/978-1-59904-865-9.ch005


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We are moving toward a future in which computing is becoming more ubiquitous and there is evidence that technology is changing the way instructors conduct their instruction. Even so, few instructors are integrating technology into their instruction in ways that can support meaningful learning. Those who are usually successful in teaching with technology are those who constantly strive to facilitate student-centered learning environments that support and improve the depth and scope of student learning (Cuban 2001; Ertmer, 1999). Further, they are likely to have experienced shifts in their learning paradigms and embraced constructivist teaching styles. This chapter explores the relationship between constructivism, technology, and meaningful learning and provides suggestions to help instructors translate constructivist methodologies into their own realities in teaching. In other words, this chapter seeks to explore constructivist teaching strategies that could benefit student learning in ways that are different from those practiced in traditional, non-technological classrooms.

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