Principle 4. Teacher as Guide:

    When students are active meaning makers, learning is effective (Marlowe and Page, 1998). In such environments, constructivist teaching

supports students’ integration of prior learning and experience with academic content (Kincheloe, 2005).  Learning, therefore, occurs in authentic

contexts in which learners can identify relationships, ask questions, and enhance the effectiveness of conceptions and strategies to make

new meaning (Yilmaz, 2008).  Such learning is a process in which the teacher, rather than just transmit information, plays a role in creating

a climate conducive to cooperative and collaborative learning (Nanjappa and Grant, 2003).

    How does the teacher as guide metaphor enable the integration of web 2.0 technologies? How might web 2.0 technologies

better enable the teacher as guide metaphor?  How might a web 2.0 tool enable learners as active meaning makers? As active meaning makers

in the World Wide Web, what opportunities are required to enable students to integrate prior and new learning?

Part A of our wiki/presentation, looked at broad constructivist principles and identified considerations for practitioners seeking to

root web 2.0 integration in constructivist theory. The remainder of our wiki/presentation further explores the questions identified in

this short introduction to a few broad constructivist principles.