Week 3 ePortfolio tasks
Constructivist comic strip.
The comic strip below, created using Pixton, illustrates several key characteristics of constructivist classrooms. As highlighted by Stanford et al. (2010), the integration of technology plays a significant role in differentiating instruction to meet diverse academic needs. This is demonstrated through the students’ use of EdPerfect—an online platform that adapts to individual learning levels. The creation of student-generated artifacts is a core principle of constructivist learning (Bower, 2017); accordingly, the teacher assigns the task of designing an informational poster. This activity also embodies learner autonomy—another cornerstone of constructivist pedagogy (Harasim, 2017)—as students are given the freedom to choose the digital design platform they prefer. Furthermore, the comic strip depicts active dialogue between teacher and student, highlighting the co-construction of knowledge that underpins constructivist approaches. Peer learning is also emphasised through the use of a shared Padlet board, fostering collaboration within a community of learners.
References
Bower, M. (2017). Pedagogy and technology-enhanced learning. In M. Bower (Ed.), Design of technology-enhanced learning: Integrating research and practice (1st ed., pp. 35–64). Emerald Publishing Limited.
Harasim, L. (2017). Constructivist learning theory. In L. Harasim (Ed.), Learning theory and online technologies (2nd ed., pp. 61–79). Routledge.
Stanford, P., Crowe, M., & Flice, H. (2010). Differentiating with technology. Teaching exceptional children plus, 6(4), 2–9. https://files.eric.ed.gov/fulltext/EJ907030.pdf