“the
majority of those teachers that use Internet computers regularly considered
themselves constructivist, with a heavy focus on students centred learning.”
Professor
Hank Becker & Professor Ronald Anderson
the University of California/Irvine University of Minnesota
http://www.crito.uci.edu/tlc/findings/snapshot3/
NB: It should be
noted that with Constructivism, problem solving, situational learning",
. . .. . the assumption is often made that these are transferable skills,
and this may not necessarily be true.
Lee Chien Sing
released an excellent paper dealing with problem solving in a constructivist
environment, on the 19th of October 1999. This has since been released
on the Internet via the Education Technology and Society Journal http://ifets.massey.ac.nz/periodical/vol_4_99/lee_chien_sing.html
The introductory paragraph sets the scene. 
“The dynamic challenges of an increasingly borderless
world buoyed by advances in telecommunications and information technology
has resulted in educational reform and subsequently, a reconceptualisation
of what constitutes a learner, learning and the influence of the learning
environment on the process of learning. In keeping up with the changing
trends and challenges of an increasingly networked, dynamic and challenging
international community, means to provide an alternative environment
that stimulates inquiry and equips learners with the skills needed to
manage technological change and innovations must be considered. Thus,
the potential of a constructivist classroom in stimulating multidimensional,
self-directed learning and in providing scaffolds for interactive meaningful
construction of knowledge should be recognised and encouraged through
proper planning and adequate guidance that form the crux of any curriculum
development and lesson planning. As Berliner (1992) concludes, the process
of nurturing a desire for lifelong learning involves providing opportunities
to learn more. Thus the focus on intelligence and assessments of performance
should not be at the expense of meaningful learning. Since an interactive
multidimensional classroom encourages multiple resourcing and analysis
of information that will enhance the development of a wider range of
abilities, activities or projects that simulate the real world in terms
of depth and complexity should be strongly considered.”
