Azizinezhad M. & Hashemi M. (2011) Technology as a medium for applying constructivist teaching methods and inspiring kids. Procedia – Social and Behavioral Sciences 28: 862–866. https://cepa.info/5872
Technology as a medium for applying constructivist teaching methods and inspiring kids.
Procedia – Social and Behavioral Sciences 28: 862–866.
Fulltext at https://cepa.info/5872
Constructivist teaching is based on constructivist learning theory. This theoretical framework is based on the belief that learning occurs through what a student already knows; this prior knowledge is called a schema. Because all learning should pass through the filter of the pre-existing schemata, constructivists suggest that learning is best accomplished when a student gets actively engaged in the learning process rather than attempting to receive knowledge passively with the teacher avoiding most direct instruction and attempting to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge (Richards et.al., 2001). Technology is increasingly gaining attention of those who are obsessed with improving teaching and learning. In this research attempts has been made to describe and analyze elementary teachers’ perceptions of using technology as a means for implementing classroom constructivist activities. Doing this, private schools were chosen were every classroom was equipped with a PC for the teacher as well as students. The PCs were networked so that all students could interact with the teacher and other students independently or as a group. Data was gathered through questionnaires from both teachers and students. Findings of the study show that teachers intend to look at the technology provided as an effective tools for developing constructivist practices and for gaining students’ interest. Students are given free rein to be in charge of learning experiences. This method initiates an active and positive learning environment that is technology based, including teamwork while maintaining independence where necessary, which is safe and avoids the anti-motivation effects of being judged. The results show that teachers reported an increase of test scores.