The Social Constructivist Response to Educational Technology

Abstract

The multiple affordances of educational technology are not enough to cause success implementations of technology in education. Theories of knowledge and learning must synchronise with the intent of technology use in education. This paper is set to expose the theoretical and pedagogical mechanisms needed for maximising the reciprocity between education and technology. The constructivist thinking is researched for operational frameworks with the ability to orient technology use in education. The theoretical load of constructivism is optimised to yield distinct learning and teaching practices that carry the epistemological stands of the social constructivist tradition in education. In particular, this paper begins with an analytical perspective as a means for assessing the relationship between education and technology and obtaining credible estimates of the potential of educational technology. Then, the social constructivist thinking is researched for credible itineraries of implementation susceptible to cause valid incorporations of educational technology.