Subject: Technology and Constructivist Pedagogy

Scientific Area:



27 Hours

Number of ECTS:




Overall objectives:

1 - Understanding that the audience is made up of teachers, social educators, educational administrators, other professionals interested to deepen education issues, this course aims at they are capable of the following: Acknowledge the main ICT incorporation lines in education and their inspirers;
2 - Discuss the use of ICT as support for the creation of new learning environments;
3 - Deepening the importance of constructivism / constructionism as a foundation for a pedagogical intervention project;
4 - Recognize to the social interaction a key role in the acquisition, construction and sharing of knowledge;
5 - Understand the importance of collaborative learning and learning communities in which learners are the protagonists;
6 - Understand the teacher's role as organizer of the contexts of learning, as a stimulator of the activity and as a metacognitive agent.


1 - Industrial paradigm and cultural invariant;
2 - Delocalization of information, autonomy of the learner and the curriculum;
3 - Innovation as a quest for a new educational paradigm;
4 - Incorporation of technology, disruption and change;
5 - Technology and instructionism (Pressey and Skinner as precursors);
6 - Main lines of the use of ICT in education: computer­-aided­-instruction, e­-learning and derivatives (inspired by the instructionism); tools-­to­-think-­with (Papert) or mind tools (Jonassen);
7 - Inventory of existing elements for the construction of a new educational paradigm: technology; constructivism; cultural­historical activity theory (Vygotsky and followers); constructionism connecting technology to the constructivism; collaborative learning systems


Aukrust, V. G. , 2011 , Learning and Cognition in Education , Oxford: Elsevier
Jonassen, D., Carr, C. & Yueh, H. , 1998 , Computers as Mindtools for Engaging Learners in Critical Thinking , TechTrends
Kincheloe, J. , 2006 , Construtivismo Crítico , Mangualde: Edições Pedago
McDermott R., Snyder W. M. & Wenger E. , 2002 , Cultivating Communities of Practice , Boston: Harvard Business School Press
Papert S. , 1985 , Logo: computadores e educação , S. Paulo: Editora Brasiliense
Toffler, A. , s/d , O choque do futuro , Lisboa: Livros do Brasil
Vygotsky L. S. , 1978 , Mind in Society , Cambridge MA: Harvard University Press
Papert, S. , 1993 , The children´s machine: Rethinking schools in the age of computer , New York: Basic Books
Gee, J. P. ( , 2004 , Situated Language and Learning A critique of traditional schooling , New York and London: Routledge
Christensen, C., Horn, M. & Johnson, C. , 2011 , Disrupting Class ­ How Disruptive Innovation Will Change the Way the World Learns , New York: McGraw­Hil

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The course requires extensive reconceptualization of the contributions usually underlie pedagogical action. It also requires the detailed clarification, by oral presentation, about the contribution of some authors as Vygotsky, for example, whose entry into the universe of teacher education is more recent. On the other hand, raises the question of incorporation of technology as a central element of the discussion, making it necessary, therefore, to inventory the main implications of this merger, including false expectations, some dead ends and the ways that it should go before the technology can be a pedagogical innovation tool. It is expected from learners autonomy and participation, in particular helping to fill the complex theoretical puzzle of the course. And since it is a course that discusses the use of ICT in education, it will often use them for support. The assessment focuses on a written individual work with the format of a scientific article.