Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Constructivism

This research is grounded in the theoretical landscapes of constructivism outlined by John Dewey and Jean Piaget (DeVries, 2008) who posit that teaching and learning should be an active, experiential process. Social-constructivism, as advocated by Lev Vygotzky (Burkitt, 2006) extends constructivist theory to include social and historical context into the learning equation. Learning occurs through the active construction and engagement with objects, which can be manipulated in time and space (Papert & Harel, 1991). Dewey, Vygotzky and Papert are theorists who ground this research since this confirms that MDL and OEPr occur within active, experiential, engaging, constructions, not bound by time or space, while interacting with others.

          Further to this, situated cognition theory, that builds on Vygotzky’s work (Burkitt, 2006), proposes that learning is constructed through interactions within social settings, engaging with semiotics, and interacting with material artifacts (Seely Brown et al., 1989). Situated cognition theory adds to this research since the practice of teaching and learning simultaneously occurs in mind, body, and activity, as well as through relationships, bounded in communities of practice. Paying attention to the cultural, situational, and logistical signs and signifiers will impact my understanding of the phenomena being researched and how teacher educators navigate into MDL infused digital enable OEPr spaces.
 

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