Constructivism and Educational Technology within the Classroom: An Annotated Bibliography Introduction This annotated bibliography presents educational

technology and how it is seen through a constructivist approach. Many learning theories such as behaviorism and cognitivism are effective through the transition of student learning. Constructivism, and its application with technology, can result in effective instruction and success in many aspects of academic student learning. Within this annotated bibliography you will notice that many of the articles are dated a decade prior, however, the concepts, practices and theory of constructivism is evident in each article. I was surprised that few authors had the foresight to see our technology unfold as it has today. Resources Rice, M. L. & Wilson, E. K. (1999). How technology aids constructivism in the social studies classroom. Social Studies, 90(1), 28-33. Retrieved from http://boisestate.worldcat.org.libproxy.boisestate.edu/title/how-technology-aidsconstructivism-in-the-social-studies- classroom/oclc/425195572&referer=brief_results In this article, Rice and Wilson stress the essential use of technology in order to create a constructivist-type learning environment for social studies. The article gives explicit rationale as to how technology, in the correct context, fosters critical-thinking-, decision-making-, cognitive skills through hands-on activities, small-group collaboration and performance-based assessment. The authors argue that computer technology, with the use of software and the Internet, can allow students to construct meaningful contexts through student-directed discovery, exploration and prior knowledge to help connect real-world experiences, which is the ideal model for the constructivist approach. The authors identify specific types of software that simulate decisionmaking scenarios. The use of the Internet and email can connect learners with learners from other states through communication. Utilizing this type of technology, learners can experience other cultures around the world, which ultimately helps in defining a bigger picture of life. It is evident that this article, which is dated a decade prior, suggests or predicts that technology will continue to evolve and be the pivotal factor in education. This is a great resource for early educational technology. Strommen, E. F. & Lincoln, B. (1992). Constructivism, technology, and the future of the classroom. Education and Urban Society. doi: 10.1177/0013124592024004004 In this article, Strommen and Lincoln reveal that in this world of technological revolution, filled with television, video, electronic toys and the games that our children use and play with daily, our educational system does not take advantage of the technological resources available today for teaching. It is evident that students control information through all types of electronic devices

and can use this prior knowledge to access the world. However, teaching and the learning methods being implemented today are 100 years behind the times. The authors state that the educational system in this country is in need of drastic reform and a constructivist way of thinking is needed in order to prepare our students for the technological world we live in. The authors give an overview of constructivism and an ideal constructivist classroom environment. This article presents substantial support and evidence for a constructivist argument and viewpoint. This article is over 21years old, yet its theoretical basis is sound and is an outstanding approach to constructivism with the application of technology within the classroom.

Ludenberg, F. C. (1998). Constructivism and technology: instructional designs for successful education reform. Journal of Instructional Psychology, 25(2), 75-81. Retrieved from http://boisestate.worldcat.org/title/constructivism-and-technology-instructional-designsfor-successful-education-reform/oclc/425627233&referer=brief_results In this article, Ludenberg initially addresses the proposed reform the United States Congress enacted in 1994, Goals 2000: Educate America Act. The author points out the idealistic approach to this educational reform in America for todays youth but claims it as unrealistic and unsuccessful during its existence. The author presents the only solution possible to bring us into the 21st century and prepare our youth to compete in this technological world. His solution is constructivism with the use of technology. It is the only successful solution to combat our immediate decline in education as a nation. The author presents constructivism through theory and basic principles. The author provides framework and the necessary steps to becoming a constructivist teacher. In conclusion, the author stresses that even though our world is changing and technology is changing the way we do business, less than10% of our schools are fully equipped with computers and the necessary software and peripheral equipment. As a result, the Department of Education now offers grants to create electronic communities, in which the author encourages teachers to respond to the need. I found this article compelling and I was astonished at how the author exposes the unrealistic and unsubstantiated claims the U.S. Congress states within the Goals 2000 reform.

Pugalee, D. K. (2001). Algebra for all: the role of technology and constructivism in an algebra course for at-risk students. Preventing School Failure, 45(4), 171-176. Retrieved from! ! http://web.ebscohost.com.libproxy.boisestate.edu/ehost/detail?sid=ca0f01cb-f50d-4c7e89e565eb5dd80e79%40sessionmgr13&vid=1&hid=26&bdata=JnNpdGU9ZWhvc3QtbGl 2ZQ== - db=tfh&AN=5625293! In this article, Pugalee states that mathematics used to be viewed as a core subject for academically gifted learners. But in todays ever-changing world and fast-paced job market, all students must be able to solve mathematical ideas and problems in order to compete in this technological world. New technology is the ideal tool to help facilitate instruction for mathematics, so that students can become better problem-solvers, as well as construct new ideas in math. However, lower-performing and at-risk students are rarely given the opportunities to take advantage of these resources due to the attitudes of teachers and administrative policies. The

author presents studies using a constructivist approach, with the use of technology that can lead to improvement in the performance of lower-performing students. The teacher acts as a facilitator to encourage students to become active participants in their own learning. When students construct their own knowledge, they become empowered through ownership hence, better critical-thinkers in math and algebra. The author presents many case studies in both lowperforming, socio-economical environments and certain ethnic groups. The author proves that a constructivist-learning environment, with the use of technology, can help change attitudes in the way we administer instruction in math and algebra. In conclusion and final thoughts to the article, I have seen the use of technology for remediation in my own school, through a program called APEX. This program has been successful in helping lower-performing seniors in algebra to pass the California High School Exit Exam in order to graduate.

Salomon, G. (1998). Technology's promises and dangers in a psychological and educational context. Theory into Practice, 37(1), 4-10. Retrieved from http://web.ebscohost.com.libproxy.boisestate.edu/ehost/pdfviewer/pdfviewer?sid=d62ea8 ef-1903-46c5-8aea-480c14897ca2%40sessionmgr15&vid=2&hid=26 In this well-written article, Salomon lays out the framework for constructivism as the basis for and excellent learning environment, yet he is cautious and very clear about how using technology can become dangerous if not implemented properly. He examines the components of constructivism in a very simplistic way as not to be too dramatic with certain buzzwords identifiable to the theory. He uses two terms to describe a simple constructivist point of view: knowledge acquisition and utilization. Knowledge has to be utilized; if not, it is just swallowed and it becomes inert. There cannot be acquisition without utilization. The author stresses that although technology can work hand-in-hand with constructivism, technology can alienate the learner from the social collaborative process of the very theory. I felt that the author embraced the theory along with technology and its attributes for student learning but also warned us not to get too wrapped up into the technology for technologys sake. An excellent critical analysis of the two terms.

Nicaise, M. & Barnes, D. (1996). The union of technology, constructivism, and teacher education. Journal of Teacher Education, 47(3), 205-212. Retrieved from http://boisestate.worldcat.org/title/the-union-of-technology-constructivism-and-teachereducation/oclc/427169460&referer=brief_results The authors present an analytical review of a college course taught at the University of MissouriColumbia for undergrad students preparing to go into secondary education. This class has been instructionally designed with a constructivist curriculum. The authors examine the overall success of the program and find the methods used entrenched in constructivism and that it is one of the most successful programs utilizing this teaching theory. The students are asked to research constructivism in order to be fully aware of the teaching theory of the course, so that every student knows what their objective is. The goal of this program is not only to teach secondary level geometry but also to teach it in a constructivist manner. I found this article to be one of the

best examples of constructivism in the classroom and the implementation of the theory for new teachers.

Taylor, S. I. & Hsueh, Y. (2005). Implementing a constructivist approach in higher education through technology. Journal of Early Childhood Teacher Education, 26(2), 127-132. doi: 10.1080/10901020590967353 In this article, the authors examined a class being taught to early childhood grad students. The class was based around constructivist teaching methods. Major points that were addressed were thinking about thinking, the use of technology and reflection. The students main goal was to experience the use of technology through video conferencing sessions; each student would interview a notable author. The week before the interview, the students read that authors article. Through this process, the students connected the dots with their thinking, constructing their knowledge as a result of the interviews. This article was interesting but vague at the same time. The sessions and student successes within a constructivist view were evident but it seemed too auspicious.