Constructivist instructional principles, learner psychology and technological enablers of learning
Constructivists generally assume that the central principles and objectives of the constructivist pedagogy are realized by information and communication technology (ICT) enhanced learning. This paper critically examines the grounds for this assumption in the light of available empirical and theoretical research literature. The general methodological thrust comes from Alavi and Leidner (2001), who have called for research on the interconnections of instructional method, psychological processes and technology. Hermeneutic psychology and philosophical argumentation are applied to identify some potential or actual weaknesses in the chain of connections between constructivist pedagogical principles, psychological processes, supporting technologies and the actual application of ICT in a learning environment. One example of a weak link is personalisation technologies whose immaturity hampers the constructivists' attempts at enabling learners to create personal knowledge. Pragmatism enters the picture as a ready source of criticism, bringing out a certain one-sidedness of the constructivist view of man and learning.
constructivist pedagogy instructional method ict enhanced learning