Abstract
The proliferation of Information and Communication Technologies (ICTs) in the classroom has brought about exciting opportunities for understanding and reasoning about teaching and learning within a technology-empowered environment. This paper first places ICTs in the classroom within the context of Information and Communication Technology for Development (ICT4D). It then proceeds to present a conceptualisation of a school classroom in the context of the social constructivism theory and thereafter, overlays the presence of ICTs in the classroom as a function of this conceptualisation. Social constructivism is a learning theory that views learning and human development from a social interaction point of view, underpinned by the cognitive framework under which learners learn. We argue that framing the presence of ICTs within the said conceptualisation will enable for a better understanding of the impact ICTs have in the development of learners’ cognitive activity within a classroom setup. Ultimately, as part of ongoing research and amongst other objectives, we aim to develop some insights and methodologies that could be used to positively influence mindsets around the use of ICTs in the classroom to transcend developmental boundaries.
Recommended Citation
Mhlongo, Siyabonga; Dlamini, Reuben; and Khoza, Samuel, "A conceptual view of ICT in a socio-constructivist classroom" (2017). GlobDev 2017. 5.
https://aisel.aisnet.org/globdev2017/5