Effectiveness of History Teaching Based on Social Constructivist Learning and Development of Historical Thinking Skills

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

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Transforming Pedagogy Using Mobile Web 2.0

International Journal of Mobile and Blended Learning ◽

10.4018/jmbl.2009090804 ◽

2009 ◽

Vol 1 (4) ◽

pp. 56-83 ◽

Cited By ~ 8

Author(s):

Thomas Cochrane ◽

Roger Bateman

Keyword(s):

Web 2.0 ◽

Learning Environments ◽

Teaching And Learning ◽

Constructivist Learning ◽

Social Constructivist ◽

Social Software ◽

Mobile Web ◽

Face To Face ◽

Student Centred Learning ◽

Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

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Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method

10.4018/978-1-6684-3881-7.ch006 ◽

2022 ◽

pp. 93-113

Author(s):

Ifeoma Chika Iyioke

Keyword(s):

Cognitive Strategies ◽

Constructivist Learning ◽

Social Constructivist ◽

Angoff Method ◽

The Social ◽

Constructivist Perspective ◽

K 12 ◽

Social Constructivist Learning ◽

And Training

This chapter aims to revitalize the use of the Angoff method in measuring students' performance in the educational contexts by offering guidance on the constructivist learning perspective that is more appropriate for training K-12 teachers. Specifically, it compares the cognitive and social constructivist theories and the Completely Structured Training (CST) and Partially Structured Training (PST) designs for conducting training on the Angoff method. The analysis argues for the relative efficacy of the cognitive constructivist perspective of the CST based on a breakdown of the cognitive strategies of the Angoff method judgments over the social constructivist perspective of the PST that emphasizes interpersonal interactions. The chapter concludes with recommendations for empirical comparisons of the quality of judgments based on the CST and PST models.

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