Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective

Abstract

In the 21 st century, the processes of learning is redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, and application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one's own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist Theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.

Teaching Quality of Mathematics Lessons during Online Education in Covid-19 Pandemic Process from Students’ Perspectives

“…In addition, redesigning the course content in accordance with online education and adapting it to the technological content are other issues (Guzey&Roehrig, 2009). The distance education model has been an important topic of discussion in the last few decades, when technology has advanced, taking into account some facilitating conditions (Devi & Madhumathi, 2021;Celik et al, 2022b). However, the sudden dictation of the Covid-19 conditions caused the crisis online learning model to be implemented quickly (Dhawan, 2020).…”