Social Constructivism

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Recommended: Importance of constructivism theory to teachers

Vygotsky's (1978/1981) social constructivism (SC) theory suggests that teachers can use an alternative instructional method by engaging students with a set of approaches and strategies. Vygotsky’s SC approach reflects on creating a learning setting which, allows students to negotiate meaning through learning by doing to facilitate wireless computing within the classroom (Woo and Lim, 2009). Teacher training and input in their personal view points on technology integration professional learning experiences are essential for constructive changes (So & Kim, 2009). Teacher training and point of views through the social constructivism (SC) theory can create opportunities to provide hands-on learning and enables students to access electronic books, study, review, research or explore through SC concept (Zucker & King, 2009). Ryu, Parsons, Li, Sheng & Javed (2009) found that the antidote to learning, requires referencing prior knowledge to recent experiences, referencing different situations to similar, past situations, and then incorporating what one has learned to the past foundation. A foundation upon which to build needs to be established first to construct planned activities (Kundi & Nawaz, 2010). The social constructivism (SC) approach makes it possible for teachers to meet online, share ideas, prepare lesson plans and activities using different software packages (Moses, Khambari, & Luan, 2008). Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997), and Vygotsky’s (1978/1981), social constructivism (SC) theory illustrates that the teacher guides the learner during the learning process rather than instructing through traditional lecturers. Wellings and Levine (2009) established that technology literacy i... ... middle of paper ... ...s. Children, preteens and teens naturally network with devices and interfaces that were not available a decade ago (Wellings & Levine, 2009). Wireless computing using laptops in the instructional setting creates room for the teacher to assume the role of facilitator (Woo & Lim, 2009). Teaching with wireless laptops guides learners to become self-driven and transform a passive learning setting to an active learning setting (Skevakis, 2010). As facilitators, teachers can ensure that their students’ tasks performances occur in an appropriate social constructivism (SC) manner. The SC approach places students as active participants in their learning process (Mileva, Simpson, & Thompson, 2008). Current research can help develop a plan and concept of the deliberating rate of integrating wireless computing (So and Kim, 2009) through an OSN for K–12 teachers.

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