The Effects of a Constructivist Intervention on Pre-Service Teachers

The purpose of this study was to determine the effect of pre-service teachers participation in a constructivist intervention supported by technology on their confidence in their own ability to plan and create six technology-supported, constructivist, learning activities, as well as to understand their perceptions of the experience. Participants were 23 pre-service teachers accepted into the College of Education s Masters program at the University of Tennessee Knoxville and enrolled in an introduction to instructional computing course during the summer of 2001. A survey was used to assess pre-intervention confidence levels and experience with six technology-supported, constructivist, learning activities. Students were then situated in a class that employed constructivist methodology to facilitate their own exploration of constructivist pedagogy supported by technology. Once students completed the class, they were asked to re-take the survey. A paired samples t-test was used to compare pre-intervention confidence levels with post-intervention confidence levels. The results revealed a significant difference, p < .001, in each of the six areas. Journals, focus groups, and interviews were used to gain insight into the participants perceptions of the experience and suggested a reflective process.