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| Main Authors: | , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2501.07486 |
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| _version_ | 1866912186280968192 |
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| author | Levin, Ilya Semenov, Alexei L. Gorsky, Mikael |
| author_facet | Levin, Ilya Semenov, Alexei L. Gorsky, Mikael |
| contents | This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2501_07486 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs Levin, Ilya Semenov, Alexei L. Gorsky, Mikael Computers and Society Artificial Intelligence This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences. |
| title | Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2501.07486 |