The effects of information and communication technologies (ICTs) on higher education: From objectivism to social constructivism - Chirag J. Patel1, Vidya S. Gali, Dhaval V. Patel and Ramesh D. Parmar - International Journal of Vocational and Technical Education Vol. 3(5), pp. 113-120, November 2011
Abstratc: Higher education has been on the rollercoaster for the last couple of decades with the advent of the first personal computer in the 1980s and then the internet in the 1990s and not only explicitly in terms of using innovative digital gadgets, but also implicitly in perceptions about and approaches to e- Learning from behaviourism through cognitive to social constructivism or more specifically, from transmitted knowledge to negotiated and then harvested knowledge. The journey reflects the emancipation of learners from bonded (teacher-led) learning to independent and self-reigned knowledge-acquisition. This paper is a short discourse on the theoretical voyage of pedagogy and learning in higher education institutions (HEIs) from the introduction of traditional ‘technology-based-instruction’ to modern ‘network based’ ‘web-enhanced e-courses’ in collaborative and socially active learning environments operating with ‘social-software-tools’ of blogging and social-book marking.
Keywords: Objectivism, behaviourism, constructivism, cognitive-constructivism, social-constructivism, transmitted, negotiated, harvested-knowledge, e-learning, blended, virtual.
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Cognitive and Social Constructivism: Developing Tools for an Effective Classroom - Katherine C. Powell, Cody J. Kalina - Education, Vol. 130 No. 2, December 2009
Abstract: An effective classroom, where teachers and students are communicating optimally, is dependent on using constructivist strategies, tools and practices. There are two major types of constructivism in the classroom: (1) Cognitive or individual constructivism depending on Piaget's theory, and (2) Social constructivism depending on Vygotsky's theory. Similarities include inquiry teaching methods and students creating concepts built on existing knowledge that are relevant and meaningful. Differences include language development theory where thinking precedes language for cognitive constructivism and language precedes thinking for the theory of social constructivism. Understanding communicative tools and strategies helps teachers to develop individual learning methods such as, discovery learning, and social interactive activities to develop peer collaboration.
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Implementing change-oriented pedagogy in higher education: An exploration of instructors' experiences and perceptions - Cheryl Mallen, Frank Crowther - International Journal of Pedagogies and Learning, Volume 4 Issue 3 - 2008
Abstract: This inquiry provided university educators with an opportunity to experience a conceptual pedagogical change model (the Change Infusion Model). The model encouraged framing teaching and learning activities with characteristics of theories of change to encourage learning for change. This inquiry developed understandings of educators' realities of pedagogical change. Data collection procedures were framed with LaBoskey's Dimensions of Reflection (1993) and involved a written and collaborative discourse method. Analysis involved 'sensitizing concepts' (Patton 2002) to guide the generation of meaning of the experiences of change. The findings revealed 4 paradoxes that have significant meaning in the professional lives of educators. The significance of this inquiry is its contribution to understandings of the challenge of approaching pedagogical change from practitioners' perspectives.
Keywords: change-pedagogy, post-industrial pedagogy, paradoxes in pedagogical change processes
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Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds - Kathryn H. Au - Journal of Literacy Research 1998 30: 297
Abstract: This theoretical review builds on the idea that social constructivism offers implications for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social constructivist perspective may encourage literacy educators to progress from a mainstream orientation toward a serious consideration of the significance of students' ethnicity, primary language, and social class to literacy learning.
From a social constructivist perspective, 5 explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. Incorporating these 5 explanations and building on the work of Cummins (1986, 1994), a conceptual framework for addressing the literacy achievement gap is proposed. This framework suggests that the school literacy learning of students of diverse backgrounds will be improved as educators address the goal of instruction, the role of the home language, instructional materials, classroom management and interaction with students, relationships with the community, instructional methods, and assessment.
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