Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997), Bruner and Vygotsky‘s (1978/1981) social constructivism (SC) theory will support this study.
The theory of SC places teachers as facilitators in an active learning setting. An active social learning setting creates opportunities to facilitate learners with actively constructing knowledge using past experiences to connect to introduced concepts and tasks (Ryu et al., 2009). This can also be applied when teachers instill the value of the learning content through connecting the subject to past experiences and real-world situations (Specht, 2009). Teachers will need to be trained to create learning activities that contain only the information they want their students to process (Johnson et al., 2009).
Dewey’s (1916/1997) SC theory emphasized that teachers use the information processing approach to observe their students during the teaching-learning process. Dewey’s information processing approach also requires teachers to alter their instructional practice (Bebell & Kay, 2010). For example, Dewey’s information processing approach suggests teachers use the independent and self-regulatory design to prepare their learners for future educational endeavors. This design can facilitate a network of lifelong social learners. The past years emphasized ways societal changed from passive information consumers to producers of information and consumer who have become social content prosumers (Specht, 2009). Therefore, training to integrate one-to-one computing will focus on employing social content, enriching activities, pedagogical approaches and innovative technology knowledge with the existing curricular.
One-to-one computing through wireless computing arguably provides the greatest potential of educational technologies that improve students’ technical skills (Lee, 2010). Decades ago Papert (1993/2000) determined that the young would be at the heart of technology through an authentic context. Papert’s prediction of computers transforming education plays an influential role with the integration of one-to-one computing into K–12 curriculum. Papert’s (1993/2000) SC theory suggests that hands-on and activity-based learning promotes a much richer learning experience. Papert’s, SC theory derives from Piaget’s' (1932/1997) theory of social constructivist. The social constructivist and constructivism theories stimulate learners to achieve learning while constructing their knowledge through social relationships and networking (Couros, 2010).
Piaget’s (1932/1997) theory of SC suggests that teachers must first develop an understanding of the logical use of wireless computing in socio-technical structures. Piaget’s SC theory proposed that the educational system must consider a change from teacher-center to student-center. Piaget’s (1932/1997) theory of SC suggests that teachers must first develop an understanding of the logical...