Abstract
The paper considers how to design educational technologies, based on ideas of constructivist pedagogy. J. Piaget’s and G. Kelly’s writings show that
 educational outcomes emerge as structures in the form of mental representations, which learners have to construct in the course of active cognitive
 activities. Recommendations on how to organize educational process, developed by constructivist educators on the basis of these ideas, can be useful in
 designing educational technologies. The paper examines J. Piaget’s and G. Kelly’s writings and reveals limitations and inner contradictoriness inherent
 in mechanism of self-constructing mental representations. The author provides arguments refuting that recommendations of constructivist pedagogy
 result from the moderate constructivism ideas. Moreover, these recommendations are inconsistent with the logic of cognitive experience gaining which
 results from theories of cognitive load and human cognitive architecture. These recommendations also lack operationality, needed for the educational
 process to be reproduced. Thus the paper concludes, constructivist pedagogy cannot be used as a basis for designing educational technologies.
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