The Possibilities and Limitations of a Constructivist and Integrated Digital Curriculum

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-2 - Designs and Tools for Learning

Abstract

This paper explores the impact of curricular format in digital settings on student engagement, and ultimately students’ academic and social-emotional growth. In particular, this paper examines whether explicitly integrated and constructivist digital curriculum better engages students in learning. We situate our examination of constructivist digital curriculum in a descriptive case study of the Wisconsin Center for Academically Talented Youth, a blended online program that offers stand-alone replacement courses for students in grades 5-8. Early findings suggest digital education can be a vehicle where media is used to create a student-centered, educator-driven and ultimately co-constructed curriculum leading to greater student engagement and learning. Yet, this case also illustrates the significant time, capacity, and communication required when implementing a constructivist digital curriculum.

Authors

• Rebecca Vonesh, University of Wisconsin - Madison

• Annalee G. Good, University of Wisconsin - Madison

• Ola Skyba, University of Wisconsin - Madison