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.

Key words: constructivist education, leadership, technology in education, technology integration

Purpose: This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach – The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings: The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value – The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

Key words: radical constructivism, deep learning, , qualitative methodology, teaching cycle, management accounting education.