An examination of constructivist educational technologies: Key affordances and conditions

Abstract

Abstract Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This paper examines a class of constructivist learning technologies called computer‐supported collaborated learning (CSCL) in terms of their affordances in light of socio‐cultural theory of learning and socially shared regulation of learning. We argue that CSCL tools adhere to most of the tenets of constructivism and shared regulation of learning in terms of social outcomes and productive use and discuss gaps where constructivist educational technology tools and the associated pedagogical practices need to be improved (such as addressing inequalities of access). Practitioner Notes What is already known about this topic Educational technologies may be used to support collaborative learning. Collaborative learning is beneficial for students. Effective collaboration leads to knowledge construction. Many technology tools are made according to Constructivist theory of learning. What this paper adds Computer‐supported collaborative learning technology tools follow constructivism principles. The issues of inequities of access (those of gender, race, class, etc.) to educational technology are addressed. Conditions for productive use of technology supporting collaboration are outlined. Effective integration of technology in support of student collaboration creates new social norms and ways of learning and inquiry. Implications for policy and/or practice Teachers can productively implement technology supporting student collaboration. Teachers, policy makers and stakeholders should consider social outcomes and consequences of constructivist educational technology.

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