Abstract
The main purpose of this paper is to provide a conceptual framework that will enable teachers, educators and curriculum experts to be wide-awake to the social constructivist pedagogical approach. This position is to reconceive the social constructivist to a more practical and for easy adaptation by teachers to effectively integrate the social constructivist learning theory and technology/ICT that will encapsulate the “Zone of Proximal Development (Vygotskian theory, 1962) and the “Technological Pedagogical Content Knowledge” (Mishra & Koehler, 2006) to produce a powerful pedagogue to ensure the delivery of quality education in the attainment of the core competencies of the Standard-Based Curriculum (NaCCA, 2019). Keywords: Social Constructivism, Technological Pedagogical Content Knowledge, Inclusion, Differentiation and Scaffolding. DOI : 10.7176/JEP/11-1-05 Publication date: January 31 st 2020
Highlights
It is not holistically true that successful people mostly get good opportunities
1.1 Significance of the Paper In view of the researchers, this position paper will provide a conceptual framework that will enable teachers, educators and curriculum experts to be wide-awake to the social constructivist pedagogical approach
In learning, age and youth go for nothing; the best-informed (MKO) takes the precedence
Summary
It is not holistically true that successful people mostly get good opportunities. We are where we are as a result of thought we formed yesterday; this is how our present has been illuminated by our past expeditions. We need to possess the knowledge of “what to teach”, “why teaching that particular topic” and “how to go about the topic to be taught?”. These set of probing questions turn to find out the content, the purpose and the pedagogy teachers deploy in their teaching and learning processes which are the underlining principle of the Standard Based Curriculum (NaCCA, 2019; MoE, 2019). To fully achieve the intended purpose of the Standard Based Curriculum, teachers need to articulate the theory of learning that is applicable to the context of teaching their students. Teachers must know, articulate and justify the creative pedagogy appropriate for teaching a particular content (theory and approach of teaching)
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