Discusses the correspondence between constructivist design and the creation of multimedia projects. Argues that if students and teachers are exposed to multimedia presentations and are offered opportunities to participate in workshops or classroom activities using multimedia technology, those with interest will use it to demonstrate content area knowledge, generating further interest among faculty and students.

Key words: active learning, constructivism (learning), educational technology, educational theories, multimedia, multimedia materials, student motivation, student projects, technological literacy.

Abstract: This response clarifies what de-constructionism is and explains how it differs from, complements, and to some extent overlaps with constructionism. It clarifies the distinction between the terms de-construction and deconstruction, and discusses student motivation and social interaction.

Excerpt: Call for reform in our nation’s education system typically shifts public and legislative focus to student achievement and teacher productivity, with reform efforts driven by the popular paradigm of tightening curricula and increasing standards of expectation and measurement in K-12 schools (Clark & Austuto, 1994). What Clark and Austuto (1994) overlooked in this paradigm is the impact that pedagogy and building effective relationships between teachers and students might have on elevating student motivation and success. Perhaps we need look beyond K-12 programs and into the classrooms of university teacher education programs to discover a better focal point for educational reform.