"Integrating Constructivism and Learning Technologies" by David J. Jonassen

This article talks about designing and integrating meaningful learning environments with learning technologies through the lenses of activity theory, distributed cognition, and situated learning. Jonassen appears to make a clear distinction between constructivist learning environments and transmission-type learning environments. In traditional trasmissive instructional models, improvement in learning was assumed to occur through effective communication of ideas from the teacher to the learners. That is, improvement of learning was embedded in communication, behaviour, and cognitive theories. According to the communication theory, knowledge flowed from one person to another, and thus communicational effectiveness and efficiency were the goals of transmissive-type teaching model.  Behaviour theory assumes that learning occur through observation and change in behaviour. Cognitive theory assumes that improvement in learning occur through practice. Unlike the traditional instructional-type models that were teacher-centered, Jonassen appears to call for learning environments that combine several learning theories (everyday cognition and reasoning, activity theory, ecological psychology, distributed cognition, case-based reasoning, etc.)  incorporating technological tools and devices. Jonassen identifies several technologies that may play a role in meaningful learning, which involve "willful, intentional, active, conscious, constructive practice that includes reciprocal intention-action-reflection cycles." Just to name a few, these technologies are:
-- Computer-Supported Collaborative Work (CSCW) - Can be used for group interactions to inspect, modify, and confer with the group members (blogs, social media, GeoGebra, etc.)
-- Electronic Performance Support Systems - Designed to provide interactive advice, demonstration, descriptions, feedback, etc. (manuals, spreadsheets, etc.)
-- Virtual Reality/Microworlds - These are exploratory and discovery spaces for simulating, observing, or analyzing results and hypotheses.
-- Videography
-- Multimedia
-- Knowledge-Building Communities
-- Mindtools

Jonassen, D. H. (1999). Designing constructivist learning environments. Instructional Design Theories and Models: A New Paradigm of Instructional Theory, 2, 215-239.