Social Constructivist Theory and ICT in Early Learning.

“people construct meaning through their interactions and experiences in social

environments​” (Allsop, 2016).

ICT is enabling more constructivist teaching in 21st Century learning. Constructive practice is

student centered learning where there is a collaboration of co-constructed knowledge from the

teachers and students. Lev Vygotsky stresses the importance of social and cultural experiences

with learning.‘​Constructivist practices have been predicted as the most suitable use of ICTs, and

it has been widely assumed that the introduction of ICT will be accompanied, more or less

automatically, by the adoption of this approach to teaching’ (Orlando, 2011). The Early years is a

vital time where students can extend their learning through a safe, interactive environment which

supports interests and caters for diversity.

ICT is found throughout all subjects and is a cross curricular, creative tool for students, teachers

and families. When ICT is embedded throughout all subjects as a creative tool students and

teachers become multiliterate. ICT enabled teaching to support language and mathematical

thinking as well as supporting children from diverse cultures, languages and special needs

(​Bolstad, 2004​). Teachers using ICT as a tool can easily document and assess students learning

as well as support family involvement. Applications such as SeeSaw are a good example of ICT

for collaboration. To thrive in our diverse, technological world students and teachers needs to be

confident and familiar using ICT throughout the curriculum and in society.
ICT includes Microscopes and Metal Detectors which are fun to use and allow an aspect of play

into the lesson. Many constructivist theorists advise the younger the student the smaller the

group work and that young children learn best through play. The environment has been carefully

designed where students can work together with the ICT tools. Programs such as Popplet and

Explain everything have been used where students can type in descriptions of findings as well as

record their descriptions of their work and investigations. By using a variety of creative and fun

ICT tools, students become confident and multiliterate.

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-appro
aches-to-technology-based-learning/

Orlando.J, (2011).​ ICT, constructivist teaching and 21st century learning. ​Curriculum and
Leadership Journal​, 9, 11. Retrieved from
http://www.curriculum.edu.au/leader/ict,_constructivist_teaching_and_21st_century_lear,33278.
html?issueID=12401

Bostland. R, (2004)​ The role and potential of ICT in early childhood education: A review of New
Zealand and international literature, ​Education Counts. ​Retrieved from
http://www.educationcounts.govt.nz/publications/e-Learning/4983​)