Communal constructivist theory: Information and communications technology pedagogy and internationalisation of the curriculum

Abstract

This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICT- rich learning environments where the authors suggest communal constructivist pedagogy is in operation. © 2001 Taylor & Francis Group, LLC.

Keywords

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Author Affiliations

National Foundation for Educational Research, Slough, Berkshire, United Kingdom

De Montfort University, Leicester, Leicestershire, United Kingdom

Funding & Acknowledgements

European Commission

Funding text 1: From the research data we would argue that it is the opportunity for collaborative partner finding which is critical to the successful development of this approach, which supports a communal constructivist pedagogy. The option to find international partners is supported by the EUN web site (http://www.eun.org).; Funding text 2: The European Schoolnet (EUN) is an initiative supporting the internationalisation of the curriculum through utilising the communicative potential of ICT to enhance the educational experiences of students across Europe. The EUN is funded jointly by the European Commission through ongoing projects, the Ministries of Education of more than 20 European countries and participating universities and organisations. Established in 1996, it connects each country’s educational network in one place on the Web. The European Schoolnet offers a framework for cooperation between the participating European countries. It is unprecedented in the number of countries cooperating in supporting this multimedia initiative. The purpose of the EUN web site is to facilitate collaboration across Europe, between teachers and students from different countries. However, it is already moving beyond the boundaries of Europe and generating interest from countries outside the European Union, who wish to have a presence on the web site in order to offer international curriculum opportunities for collaboration and exchange.

References 10 References

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8 National Curriculum on Line, (1999)

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Communal constructivist theory: Information and communications technology pedagogy and internationalisation of the curriculum

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