‘The Grandfather of Constructivism’
The image to the right provides an outline of John Dewey’s Social Activism Theory, a constructivist learning theory that underpins inquiry-based technology integration strategies.
Dewey’s theory advocates that learning involves social interaction among students, working together on authentic, real-world tasks of direct concern to them. For teachers, the educational implication includes practicing pedagogies that stress collaborative learning with activities that encourage student interaction with real-world problems and issues (Roblyer & Doering, 2014). To enhance these practices, technology can integrated to provide opportunities for collaboration and help student connect abstract concepts with real-world applications.
I believe social activism theory and the associated technology integration are essential components of effective lessons. The theory provides the aims for the desired purpose of the technology; a learning tool that enhances both the engagement and ICT capacities of students.
References
Roblyer, M., & Doering, A. (2014). Integrating educational technology into teaching. Harlow, England: Pearson.
ESC407: Classroom Technologies 