An examination of constructivist educational technologies: Key affordances and conditions.

Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This paper examines a class of constructivist learning technologies called computer‐supported collaborated learning (CSCL) in terms of their affordances in light of socio‐cultural theory of learning and socially shared regulation of learning. We argue that CSCL tools adhere to most of the tenets of constructivism and shared regulation of learning in terms of social outcomes and productive use and discuss gaps where constructivist educational technology tools and the associated pedagogical practices need to be improved (such as addressing inequalities of access). [ABSTRACT FROM AUTHOR]