By Peter Miley, IDLA Regional Support Specialist
For those who may not be aware or familiar with the term constructivism, I would like to explain it. Constructivism is a learning theory that posits individuals construct their own understanding and knowledge of the world through experience, socializing, and reflecting on those experiences and interactions, but the question I am asking is, what if that world is an online one?
This question introduces a fascinating philosophical conundrum: Can the principles of constructivism fully translate into a digital realm? The fact is that digital environments change the parameters of our experience. Screens mediate our sensory interactions and transform our social encounters. Yet, these changes do not necessarily preclude the effectiveness of constructivist approaches; rather, they challenge us to reimagine what educational interaction and engagement mean.
If I can write candidly, I think it is fair to say that often times online education carries the stereotype of being a passive learning environment where students are merely recipients of information through video lectures and standardized tests. However, we at IDLA understand from a constructivist standpoint that the digital realm offers a dynamic and interactive platform for learning that goes beyond this traditional view. In the constructivist model, online education isn’t just about consuming content; it’s about engaging with materials, participating in virtual discussions, and collaborating on projects that require critical thinking and creative problem-solving.
Colloquially, this generation of students we see in our classrooms has been given the title the “iPad kid” generation, and let me tell you that title comes with a lot of negative baggage, but I don’t think the response to all that negative baggage should be to abandon screen time, but rather to transform it. Matter of fact, I’d like to encourage students, educators, and the entire educational community to rethink how we use our digital tools, turning passive screen time into active learning opportunities. Let’s embrace the potential of online environments to foster a more dynamic and participatory form of education, one that truly reflects constructivist ideals.
