Author T. Greening

This article examines the role of educational technology from a constructivist perspective (clarified within the article). In particular, it discusses the sub-set of computer-based technologies, especially the Internet, that appear to be changing the way we define interactivity, and asks how these technologies interface with constructivist approaches to pedagogy. It argues that the seductiveness of emerging technology is such that it requires a framework for adoption, which rescues the educator from a position of reliance on intuition. It explores the place of constructivism as an appropriate educational philosophy that provides a pedagogical testing ground for establishing the value of such technological offerings.