Web 2.0 and Educational Paradigms

Roblyer et al (2003) suggest there are two paradigms that inform instruction, “Objectivist” and “Constructivist”.

They posit that the objectivist paradigm is informed by: Behaviourist (B.F Skinner), Information processing Cognitive-Behavioural (Atkinson and Shiffrin) and Systems-Systematic, theories of learning.

And that the constructivist paradigm is informed by: Social Activism (J Dewey), Scaffolding (Vygotsky), Stages of development (J Piaget), Discovery Learning (J Bruner) and Multiple Intelligences (H Gardner), theories of learning.

In the New Zealand context primary education generally has greater freedom to employ constructivist learning theories than the secondary and tertiary systems. The difficulties at secondary and tertiary levels are centred around the credentialing system especially at the secondary level with its atomised performance based standards   (an objectivist paradigm). At first glance Web2.0 would appear to support a constructivist paradigm. With its participatory model and it’s harnessing of collective intelligence and, wisdom of crowds.

The support for this argument should be evident in the instructional uses that Web2.0 applications are being put to and where they are being employed in New Zealand Schools. It is going to be an interesting time as primary students used to using web 2.0 tools arrive in greater numbers in secondary schools especially if we add BYOD (Bring Your Own Device) to the mix.


Reference Roblyer, M., Edwards, J., & Havriluk, M. (2003). Intergrating educational technology into teaching. New Jersey: Prentice Hill.