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 suggested that teaching and learning should be an active, experiential process. Social-constructivism, as advocated by Lev Vygotzky (Burkitt, 2006) extended constructivist theory to include social and historical context into the learning equation. I believe that learning occurs through the active construction and engagement with others, through objects which can be manipulated in time and space (Papert & Harel, 1991). Dewey, Vygotzky and Papert are theorists who ground this research since I believe 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), proposed 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 impacted my understanding of the phenomena being researched and how teacher educators navigated into MDL infused and digital enabled OEPr spaces.
 

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