A Possible Marriage Between Assistive Technology and Constructivism?

As you can see from the many examples on previous posts on this Blog, there is an obvious parallel between Constructivist ideals and the use of Assistive Technology in the classroom by students with special education needs. For students with learning problems, the use of Assistive Technology can open up an entire new world for them in terms of being able to show what they know. There are many positive outcomes for the individual students and classmates as a result.

Constructivism is a process though, unlike the tool of Assistive Technology equipment. It requires an adjustment in thought pattern on the part of the educator to implement in the classroom. “There is no blueprint for a constructivist classroom.” (http://www.sedl.org) Teachers must shift their role in the classroom from being the director to the facilitator, and coach. Setting up the environment for engaged learning, inquiry, and exploration is optimal for allowing students to blossom into the technological apprentices of the future.

This Blog entry will conclude with the words of Dr. David Thornburg: “The role of technology in project-based learning is vast, but the starting point for effective use of technology in this area requires a deep commitment to the idea that students can gain a deep understanding of a topic through the exploration of their own ideas. But this cannot come from technology. It comes from deep within the hearts of the teachers themselves.”
(http://teacherline.pbs.org/teacherline/resources/thornburg/thornburg0303.cfm)