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Which educational technologies are used frequently in constructivist mathematics and science classrooms?

April 26, 2017classrooms constructivist educational Mathematics technologies Used

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Which educational technologies are used frequently in constructivist mathematics and science classrooms?

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Rather than attempting to list all educational technologies currently in use, this review is limited to the arguably most frequently and successfully employed technological meaning-making tools in science and mathematics classrooms. • In a broad sense, virtual realities include microworlds, (Dede, 2004; Dede, Salzman, & Loftin, 1996; diSessa, 1986), modeling and visualization tools (Patrick, Carter, & Wiebe, 2005; White & Frederiksen, 1998), and simulations (Chinn & Malhotra, 2002; Kim, Jackson, Yarger, & Boysen, 2000). Notable examples are problem-based virtual environments, such as hypermedia, including Alien Rescue5 (Liu & Bera, 2005), and LeTUS curricula (Dede, Honan, & Peters, 2005; Krajcik, Marx, Blumenfeld, Soloway, & Fishman, 2000; Marx et al., 2004; Solomon et al., 2003), and The Geometer’s Sketchpad, a mathematical modeling environment (Flores, Knaupp, Middleton, & Staley, 2002; Garofalo et al., 2000). • Handheld technologies include PDAs (Cwikla & Morse, 2005; Goldman et al.