Teachers’ Use of Technology and Constructivism

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Abbas Pourhosein Gilakjani 1,* Lai-Mei Leong 1 Hairul Nizam Ismail 1

1. School of Educational Studies, Universiti Sains Malaysia, Malaysia

* Corresponding author.

DOI: https://doi.org/10.5815/ijmecs.2013.04.07

Received: 15 Jan. 2013 / Revised: 16 Feb. 2013 / Accepted: 13 Mar. 2013 / Published: 8 Apr. 2013

Index Terms

Technology, Definition, Role, Constructivism, Benefits, Factors, Learning Theory


Technology has changed the way we teach and the way we learn. Many learning theories can be used to apply and integrate this technology more effectively. There is a close relationship between technology and constructivism, the implementation of each one benefiting the other. Constructivism states that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent efforts to integrate technology in the classroom have been within the context of a constructivist framework. The purpose of this paper is to examine the definition of constructivism, incorporating technology into the classroom, successful technology integration into the classroom, factors contributing to teachers’ use of technology, role of technology in a constructivist classroom, teacher’s use of learning theories to enable more effective use of technology, learning with technology: constructivist perspective, and constructivism as a framework for educational technology. This paper explains whether technology by itself can make the education process more effective or if technology needs an appropriate instructional theory to indicate its positive effect on the learner.

Cite This Paper

Abbas Pourhosein Gilakjani, Lai-Mei Leong, Hairul Nizam Ismail, "Teachers’ Use of Technology and Constructivism", International Journal of Modern Education and Computer Science (IJMECS), vol.5, no.4, pp.49-63, 2013. DOI:10.5815/ijmecs.2013.04.07


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