Thoughts on Social Constructivism and Technology Implementation Theory

I chose the social constructivism and technology implementation theory for many reasons. The social constructivism theory is an excellent approach to the problem of effective learning. For instructors, facilitating effective learning has historically been difficult. Despite the ongoing development of learning theories and research concepts, students can leave a class or course with minimal understanding. The social constructivism idea, founded on observations and research into how people learn, can result in several teaching strategies. Social constructivism encourages students to participate actively in their education by developing and testing their theories, arriving at their conclusions, and sharing their knowledge collaboratively (Vygotsky, 1978).

Social constructivism aligns with my learning philosophy of promoting learners to develop a think tank of their knowledge and experiences in a student-centered learning environment. The student-centered learning environment is more used today than the traditional teacher-centered way in front of a blackboard. Vygotsky presented constructivism with the social component of learning. The Zone of Proximity Development, according to him, is the difference between a child's developmental level as measured by their ability to solve problems independently and what they might be capable of as measured by their ability to solve problems while receiving adult help or working with higher-performing classmates (Vygotsky, 1978, p. 86). Dewey (1997) felt children learn best when actively involved rather than listening to instructions. Also, when you are learning in a collaborative environment, you can exchange ideas and concepts and peer-review work, as it will also help learners be socially connected.

Emerging technologies are rising rapidly, but the key for the education sector is how well the technology is integrated into the curriculum and classroom. Constructivism promotes social and communication skills; however, the right technology integration can help learners to problem-solve in real-world contexts. Social constructivism and technology implementation present the best of both worlds with the right learning strategies and pedagogical instruction to help learners achieve great success. As a researcher, it ties into my philosophy for effective learning. If I use a form of technology integration, is it efficient and effective in the derived curricula and in helping learners achieve success in the learning outcomes?

Social constructivism and technology implementation theory also align with my philosophy on learning. First, giving students the necessary knowledge and abilities is essential in today's technologically evolved world. My philosophy on education is implemented by encouraging a growth mindset, creating a welcoming and supportive learning environment, and equipping students with crucial 21st-century skills. Secondly, every learner should feel like they belong in an inclusive environment. Being motivated by a growth mindset is another factor. I remind everyone that making mistakes is a necessary part of learning. Lastly, providing critical thinking skills to students. The aim of the educational system in the twenty-first century is to teach the essential skills required in the global marketplace.

I have years of experience with technology implementations as a software engineer in oil and gas, developing gas nomination systems and co-developing several solar flow measurement systems to capture pipeline oil data for distribution. When I moved to Dallas, I continued implementing various technology systems and automation equipment in retail operations and distribution centers as a program/project manager. I have implemented Moodle training schools while working for mega-churches and non-profit entities. I used no pedagogies until I started attending school for my Master's in Learning Design and Technology.

References:

Dewey, J. (1997). Experience and education.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.