digital technology
& learning

 Digital technology and learning

The comic strip depicts a technology-enhanced, constructivist learning environment wherein students are actively engaged in knowledge construction and collaborative inquiry, in contrast to the passive reception of information (Harasim, 2017, p. 70). The central premise is a hands-on, problem-based project involving the construction of a home alarm system. This approach enables students to build knowledge through direct, practical experience, consistent with the principles of Jean Piaget's cognitive constructivism (Allsop, 2016).

Students are presented as being engaged in collaborative learning, working in groups to troubleshoot and resolve issues. This social interaction and peer-to-peer instruction are aligned with Lev Vygotsky’s theory of social constructivism (Harasim, 2017, p. 74), and exemplify pedagogical approaches foundational to constructivism, such as collaborative and problem-based learning (Bower, 2017, p. 50). The teacher's role is not that of a lecturer, but a facilitator who prompts student inquiry through guiding questions, thereby empowering learners to take ownership of their educational journey.

The use of a laptop as a research tool, is not presented as a simple replacement for conventional educational tools. Instead, it is leveraged to augment the learning process by enabling students to create, design, and share knowledge, which in turn transforms the classroom into a student-centred environment (Starkey, 2019, p. 377).

References

Allsop, Y. (2016). Does technology improve learning – the value of constructivist approaches to technology-based learning? ICT in Practice. Retrieved from http://www.ictinpractice.com/does-technology-improve-learning-the-value-of-constructivist-approaches-to-technology-based-learning/

Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Chapter 3. Design of Technology-Enhanced Learning. Emerald Publishing.

Harasim, L. (2017). Learning theory and online technologies. Chapter 5: Constructivist learning theory. Routledge.

Starkey, L. (2019). Three dimensions of student-centred education: A framework for policy and practice. Critical Studies in Education, 60(3), 375–390.