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 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 further explores the questions identified in this short introduction to a few broad
constructivist principles.
Return to Constructivism Overview
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