Search results for: Misconceptions

In this article, the author maps important 'messy' elements that the author learned from his five-month small-scale research project, one that was designed around pivotal works on online social research. The author used computers and the Internet with Mian, a young man living in Guinea, West Africa, in order to examine his perceptions surrounding the value of these technological tools for his future. As a result, the author asserts that during online social research, reflexivity is a moral obligation, where meaning and representation can have a tendency to be skewed, especially when working in cross-cultural situations.

In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. The author concludes that as evidenced by the examples, constructivist teaching can produce tremendous results when used correctly and judiciously; it can also lead to poor results and ineffective learning when it is misconstrued or misused.