Using Educational Technology to Improve Constructivist Instruction in Higher Education
Abstract
The authors address the use of computer technology in higher education and support a shift in instructional methodology from the traditional (positivistic) approach to a constructivist paradigm. To this end, they present a comprehensive review of foundational research on computer technology, traditional learning, and perceptions of educational technology. The authors indicate that instructional paradigm shifts require a clear, articulated commitment to the reconceptualization and restructuring of the learning environments. They argue that change will be successful only if it thoroughly integrates both the technological and educational elements of instruction that will dominate learning in the 21st century.
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