From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments
Year: 2014
Type: dissertation
Abstract: Teaching practices supported by networked digital technologies that activate the kind of learning environments advocated by the learning sciences require significant changes in pedagogical practices (Fullan Langworthy, 2014, Fullan, 2012; Friesen Lock, 2010; Dede, 2010; Scardamalia, 2010, 2006, 2004; Koehler Mishra, 2008; Sawyer, 2008). Using technology to support a constructivist approach to K-12 education, this thesis looks at factors that impede and facilitate that stance. Some studies describe the challenge of creating these types of learning environments as related to teachers' abilities and desires to develop new ways of knowing, which in turn drive the process of change and improvement. Other studies indicate change and improvement is more likely driven by collaborative action among teachers, and it is action that leads to new understandings. This study seeks to determine how such change happen by asking K-12 teachers what influences their tendencies to adopt more constructivist practices in technology-rich environments. Concepts and assumptions inherent in the popularized term "21st Century Learning" are deconstructed and reconstructed. Employing a qualitative constructivist grounded theory design, the findings indicate that teachers believe the use of technology in classrooms will only be successful when it is effectively used as a tool to support sound pedagogical practices, and the tools used are connected to authentic teaching and learning. The findings demonstrate that an understanding of how knowledge is constructed accelerates teachers' transitions to constructivist practices in technology-rich environments. The findings also suggest that shifting teacher practice is most effective when teachers are empowered to collaboratively and collectively shape change and improvement initiatives. A clear sense of how the educational community can support teachers in change and improvement initiatives that engage students in deeper and more authentic learning emerges.
Source: TSpace (University of Toronto)
Author: Karen Grose
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2586122634