Tablets (iPad) for M-Learning in the context of social constructivism to institute an effective learning environment

With the proliferation of mobile devices, educational institutions have experimented with various mobile devices to implement mobile learning (M-Learning). Mobile devices have been used to facilitate, support, and enhance and extend the reach of teaching and learning. Although there are very few empirically evaluated studies on M-Learning projects, these studies reported that mobile devices brought a transformation to the educational process. To be able to view M-Learning as a rich, collaborative and conversational experience, whether in the classroom or outside we need good mobile applications. Studies have revealed that effective learning happens when teachers and learners are actively participating in the knowledge building process. Therefore, there is a need for applications that create effective learning environments which are learner-centred, knowledge-centred, assessment-centred and community-centred.

Ontological constructivism : Negri and the philosophical foundations of a future communism

As we find in Empire and Multitude, Antonio Negri's political project IS a thoroughly Marxist analysis and critique of global or late capitalism. By modifying and updating Marx's conceptual tools, he is able to provide a clear account of capitalism's processes, its expanding reach, and the revolutionary potential that functions as its motor. By turning to Negri's philosophical works, however, we find that this political analysis is founded on a series of concepts and theoretical positions. This paper attempts to clarify this theoretical foundation, highlighting in particular what I term "ontological constructivism" - Negri's radical reworking of traditional ontology. Opposing the long history of transcendence in epistemology and metaphysics (one that stretches from Plato to Kant), this reworked ontological perspective positions individuals - not god or some other transcendent source - as the primary agents responsible for molding the ontological landscape. Combined with his understanding of kairos (subjective, immeasurable time), ontological constructivism lays the groundwork for opposing transcendence and rethinking contemporary politics.

Beyond the Veil: A Case Study of Context, Culture, Curriculum, and Constructivism at Dubai Women's College

This case study of curriculum at Dubai Women's College (DWC) examines perceptions of international educators who designed and implemented curriculum for female Emirati higher-educational students in the UAE, and sheds light on the complex social, cultural, and religious factors affecting educational practice. Participants were faculty and supervisors, mainly foreign nationals, while students at DWC are exclusively Emirati. Theories prominent in this study are: constructivist learning theory, trans formative curriculum theory, and sociological theory. Change and empowerment theory figure prominently in this study. Findings reveal this unique group of educators understand curriculum theory as a "contextualized" construct and argue that theory and practice must be viewed through an international lens of religious, cultural, and social contexts. As well, the study explores how mandated "standards" in education-in the form of the International English Language Testing System (IEL TS) and integrated, constructivist curriculum, as taught in the Higher Diploma Year 1 program-function as dual curricular emphases in this context. The study found that tensions among these dual emphases existed and were mediated through specific strategies, including the use of authentic texts to mirror the IEL TS examination during in-class activities, and the relevance of curricular tasks.

Who is afraid of constructivism?. '¿Quién tiene miedo del constructivismo?'.

Monográfico con el título: 'The debate on language acquisitions: constructivism versus innatism'. Resumen basado en el de la publicación

Constructivism and ideology : lessons from the Spanish curriculum reform of the 1980s. 'Constructivismo e ideología: lecciones de la reforma curricular española en los ochenta'.

Monográfico con el título: 'Mejorar la escuela: perspectivas didácticas y organizativas'. Resumen basado en el de la publicación

Confucius, constructivism and the impact of continuing professional development on teachers of English in China

In this article we explore issues around the sustainability and appropriateness of professional development for secondary teachers of English in China offered by overseas providers from the perspective of teachers who completed courses at the University of Reading between 2003 and 2010. We start by offering an overview of English teaching in China. We then describe the collection and analysis of interviews and focus groups discussions involving former participants, their teaching colleagues and senior management, as well as classroom observation. Evidence is presented for changes in teachers’ philosophies of education directly attributable to participation in the courses; for improved teacher competencies (linguistic, cultural and pedagogical) in the classroom; and for the ways in which returnees are undertaking new roles and responsibilities which exploit their new understandings. Finally, we discuss the implications of these findings for both providers and sponsors of CPD for English language teachers. We conclude that the recognition of English as an essential element in the modernisation of China, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice. It is clearly important, however, that new approaches to the teaching of English are presented in a way which allows teachers to decide which elements should be incorporated into their teaching and how.

Constructivism in environmental education: beyond conceptual change theory

Abstract constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how the nature of subject matter is constructed, learning and the implications of these for teaching practice.

Shamanic journeying imagery, constructivism and the affect bridge technique

Shamanic journeying imagery arguably occurs across cultures and historical epochs. However, to what extent is the content of the journeying imagery a construction of the shaman's cultural milieu, belief structures, autobiographical memories, and so forth. The present article finds the literature inconclusive on this question. It is suggested that attempts to answer it face a fundamental methodological problem: how to detect contextual influences on imagery that the shaman cannot report on because they are outside his/her present consciousness and memory. The authors propose a partial solution: Watkins' (1971) Affect Bridge, a memory “uncovering” technique used in hypnosis. A non-hypnotic version of the technique developed by one of the authors for inquiry into shamanic journeying imagery is then described.

Constructivism in environmental education beyond conceptual change theory

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.