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Constructivism and the deployment of information technology into higher education classrooms are each widely discussed in academic literature, but generally without a critical perspective on their interaction from a pedagogical point of view as new technology is continuously unveiled.
Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks explores the theoretical frameworks underlying constructivist thinking and the digital revolution in education as they impact each other. Drawing upon a wide range of international field experts, this book assesses the claims made for the educational effectiveness and constructivist orientation of various technologies and technological systems on the basis of on-the-ground applications and implementations.
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Carla R. Payne is Professor Emerita of Graduate Studies at Union Institute & University, where she supervised low residency MA students in individualized interdisciplinary studies, and designed and implemented an online Master’s program. She earned the BA in Philosophy from Barnard College, and the MA and Ph.D, also in Philosophy, from SUNY/Buffalo. Publications include "Good Practice and Motivation in Online Learning," in Motivating & Retaining Adult Learners Online (2002); "Teaching and Technology for Human Development," co-authored with A.W. Chickering and G. Poitras, in Educational Technology (2001); “Design for Success: Applying Progressive Educational Principles Online,” in Current Perspectives on Applied Information Technologies: Preparing Teachers to Teach with Technology (2004); “What Do They Learn?” in Flexible Learning in an Information Society (2006); “Can We Talk? Course Management Software and the Construction of Knowledge,” co-authored with Cornel J. Reinhart, in On the Horizon (2008). She continues to teach ethics and philosophy online for the Community College of Vermont. [Editor]
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