Constructivist Learning Theory, Teaching, and Learning
The constructivist learning theory, instructional strategies and technology tools all correlates to support teaching and learning. According to Orey (2010) “Constructionism builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is actively constructed in the mind of the learner” (Orey, 2010). Therefore in the constructivist/constructionist learning theory, the learner is able to construct his or her own learning from experiences and prior knowledge, as such this theory of learning promotes active learning as well as discovery learning by allowing students to discuss their ideas and evaluate their learning. In a constructivist classroom the learner “investigate, create, and solve problems” through instructional strategies such as “collaboration, discussion, presentation, and engaging in authentic real world tasks” (Orey, 2010). The teacher is able to use the instructional strategies to aid in students learning by being a “facilitator that guides the learners along their paths of learning” (Orey, 2010). The technology tools are the software that can be used to support and enhance lesson so as to increase students understanding of concepts. Therefore, with the instructional strategies and an understanding of the learning theory, the technology tools can be used to carry out lessons effectively and promote a deeper sense of learning for all students. According to Pitler et. al. (2012) “students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts” (Pitler et. al, 2012). Thereby enhancing their learning experiences.
The peer-reviewed article researched on the “Constructivism Theory and Use from 21st Century Perspective” (Yoders, 2014), shows how the constructivist, instructional strategies and technology tools can be used together to support students learning, the research involves “the development of an instructional design using scaffolding techniques and cognitive apprenticeship, involving the educational use of a high-fidelity 3D human heart simulator” (Yoders, 2014).
These strategies and tools all work together to support students’ learning in a constructivist learning environment, as the teacher is able to incorporate the various strategies and tools within the classroom and allow students to use them to construct their own learning experiences.
Technology tools have always been used within my teaching and learning environment. In the future, in using the constructivist-based instructional strategy, my learners are able to become empowered learning and creative communicators, who are able to use a variety to technology programs, as well as innovative designers who are able to use technology to identify and solve problems (ISTE, 2016). As an educator, I see myself becoming a facilitator of learning through the use of technology by designing digital age learning experiences (ISTE, 2008) for my students. One technology tool that would be useful within my classroom, is that of a brainstorming software such as a graphic organiser, which can be used within my classroom to help students organise and summarize their thoughts and see connections between concepts, According to Pitler et. al. (2012) “Graphic organizers and teacher guidance help students to be successful in higher-order thinking tasks” (Pitler et. al, 2012).
The Genius hour is that approach that I can use within my constructivist learning environment for students to “monitor their own learning (Vigil et. Al, 2015). Additionally the genius hour promotes problem-solving through the use of technology and previous learning experiences. The hour of code, can also be used to help my students to use technology to create their own codes, gain insights and construct their own learning, as they are able to “work step by step through a problem until goals are achieved” (Colby, 2015). Our 21st century students comes into our classroom being already exposed to technology and have the knowledge and skills in using varied technologies, hence as educators we are able to build on such knowledge that they take into the classroom.
Colby, J. (2015). 2,445 hours of code: What I learned from facilitating hour of code events in high school libraries. Knowledge Quest, 43(5), 12–17. Retrieved from the Walden Library databases.
International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators
International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from https://www.iste.org/standards/standards-for-students-2016
Orey, M. 9Ed.). (2010). Emerging perspectives on learning, teaching and technology. Retrieved from
Padilla Vigil, V., & Mieliwocki, R. (2015). Genius hour: A learner-centered approach to increasing rigor in the classroom. Instructor, 124(5), 45–47. Retrieved from the Walden Library databases.
Pitler, H., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA:ASCD
Yoders, S. (2014). Constructivism Theory and Use from 21st Century Perspective. https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=iih&AN=99079927&site=eds-live&scope=site , (3), 12–20. Retrieved from