Teacher Training, Beliefs, and Use of a Constructivist Learning Environment Supported by Instructional Technology

This study examined teacher training and beliefs in relation to the development of instructional technology-driven constructivist learning environments. The goal was to discover any existing gaps in theoretical beliefs and praxis, and develop recommendations that provide methods of merging theory into practice for both new and veteran teachers. Bruner’s Constructivist Learning Theory was the theoretical framework that was the basis for this study. Buttressing Bruner, Piaget, Vygotsky, and Montessori’s influences on the development of constructivism as a theoretical lens were also used. The target sample of the intended study was sixth through twelfth grade teachers, both new (0-4 years of experience), and veteran (5 or more years of experience). Teacher participant data was collected via survey response. The findings were that there is not a statistically significant difference in training, belief, and implementation between new and veteran teachers