There are many proponents of both the objectivist and constructivist learning theories within both the teaching and academic community. Subsequently there are many different technologies based on both constructivist inquiry based learning and objectivist directed instruction.
Technologies designed to aid teaching based on objectivist learning theories are often designed to impart information in a logical, step,by step scaffolded process. There are often drills, step by step tutorials, and integrated learning systems designed to catch the students attention. These programs are required to have clearly stated outcomes and then ordered sequences that can be completed step by step so that prerequisite skills can be learnt in the correct sequence required to learn new skills (Roblyer & Doering 2014)
With constructivist learning there is a much greater level of self directed experience based learning and this is reflected in the technologies and software available. To avoid inert knowledge, the inability to apply theoretical knowledge to practical situations and problem solving ( Roblyer and Doering 2014), there have been a series of experience based programs which attempt to help students form connections between the newly acquired knowledge such as the use of tutorials and videos that can act as visual aids for students to model themselves on. There is now a growing trend towards the use of mobile technologies such as iPads for students to engage in their own learning and have teachers act more as facilitators. There are many ways in which technology can assist self directed learning, such as allowing for a greater level of team work, facilitating different types of learning such as visual or aural learning depending on the students individual needs and, with latest developments of immersive software, allowing students to fully immerse in an environment and fully experience it.
Connectivism is a theory which incorporates technology as an active agent in a learning information network. According to educational theorist George Siemens learning requires the ability to access information and distribute it through a network. In order for this to be effective, Siemens argues, the technology itself has to have a significant role and act as a node in this network, creating a social and informational relationship between people and technology (Siemens 2004)
One of the main features of this theory is the sharing of information. With ubiquitous technology easily available and accessed, much information can be offloaded into cloud software, which allows one to store information on-line which can then be accessed from any device. This is very useful and is being used in schools. The cloud technology also allows collaboration between students and fosters a mix of formal and informal learning, with students easily accessing infor action and communicating with each other through these information networks at home. The social network capacity of connectivism is still being explored and the validity of connectivism as a learning theory rather than an information theory exploring ways to access information and enable learning is still being assessed and debated. ( Duke, Harper & Johnston 2013)
Duke, Harper & Johnston. (2013). Connectivism as a Digital Age Learning Theory. International HETL review. Retrieved 11 August 2016 https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf
Siemen, G. (2005) ‘Connectivism: A Learning Theory for the Digital Age’, International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved 10 August 2016 https://www.hetl.org/wpcontent/uploads/…/HETLReview2013SpecialIssueArticle1.pdf
Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition,(6th Edition), Pearson.