Communal constructivist theory: a response to Leask & Younie

Abstract

Abstract This article argues that social constructivism is best seen as a descriptive theory of learning. By contrast, communal constructivism should be viewed as a pedagogic theory designed to identify effective and procedurally acceptable ways of using co-operative working to promote good learning. It is argued that the use of ICT has no necessary connection with this pedagogy, and can as easily be used to support practices based upon quite different philosophies and values. However, it is clear that researching an ICT-based approach to communal constructivism is likely to be a very productive strategy, and that this research has in part already begun.