USING TECHNOLOGY AS A CATALYST FOR IMPLEMENTING CONSTRUCTIVIST PRACTICES AND MOTIVATING KIDS

Too often, technology has not lived up to expectations in improving teaching and learning. This case study of a constructivist instructional model proved highly effective. This research described and analyzed elementary teachers' perceptions of using technology as a catalyst for stimulating classroom constructivist practices. The program provided a laptop for every classroom teacher and student. A survey and two focus groups gathered perceptions and data from teachers. Data supported the conclusion that teachers perceived that this technology model proved an effective catalyst for developing constructivist practices and for motivating students. Students actually were able to take control of their learning experiences.
Key themes that emerged included an active and positive learning culture that is: technology integrated, collaborative and independent, interconnected, highly motivated, self-sustaining and reflective with elevated time-on-task results, a safe and non-judgmental learning environment with constructivist curriculum and constructivist classrooms. This learning culture values relationships among students, teachers, the community, the district and its vision.
Implications include teachers' beliefs that techology supported increasing test scores, that technology stimulated teachers' use of constructivist teaching pedagogy, and that students and teachers could collaborate in designing, developing and implementing learning experiences resulting in higher motivational and involvement levels.