I have always been an educator who values my students’ views, opinions and experiences. That might be why I have always been drawn to the philosophy of social constructivism (as embedded in Humanistic pedagogy) (Vygotsky & Cole, 2018). Social constructivism states that meaning is socially constructed, and how we make meaning of the various concepts we deal with in class will heavily depend on our social context (Bloome & Egan-Robertson, 1993). I therefore assume that we learn together and from each other (including the facilitator), and adding collaborative opportunities to the educational journey will benefit both the educator and the student. The words of Lev Vygotsky sum this up beautifully when he states: “Through others, we develop into ourselves” (1978, cited in Vygotsky & Cole, 2018). Social Constructivism is easily embedded in a small, face-to-face classroom setting. However, I teach in an asynchronistic online setting, which is less conducive to social constructivism. The primary purpose of this reflective article is to elaborate on how technology can engage a 21st-century student in innovative ways. Aligning to a teaching theory Social constructivism falls in the broader category of social theory (Taylor & Hossam, 2013). This theory holds that context and community are essential when we create learning. The three basic tenets apply to all theories that are classed as social theories (Taylor & Hossam, 2013): • Learning and thinking are social; • Thinking and learning occur within the context/situation, and • How thinking or learning happens due to the environment. The idea is that learning occurs better and faster when the participant is immersed in a type of Community of Practice (CoP) (Wenger 1998) that will guide and encourage the student. This CoP allows learning to foster conversations and growth and develop skills and understanding that would not otherwise occur (if the student was alone). This concept also postulates that learning occurs in a stimulating and enabling environment. As a social constructivist educator who wants to do good by my students and who values their feedback, three things have always been important to me: creating: • A sense of belonging (Community of Practice); • An online personal presence; and • A sense of collaboration. This brings me to the belief that a Community of Inquiry Model (CoL) (Garrison et al., 2010) (figure 1) allows me to stay true to social theory and, more particularly, the social constructivist theory that I hold. The Community of Inquiry Model states that the online classroom needs a social, cognitive and teaching presence to function optimally. “Teaching is a very noble profession that shapes the character, calibre, and future of an individual. If the people remember me as a good teacher, that will be the biggest honour for me” A. P. J. Abdul Kalam (as cited in Kanwar, 2020). Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 37
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