Abstract: This research article presents a novel approach to understanding and addressing inequities in education through the lens of constructionist and deconstructionist theories. By examining the role of a constructionist portal in education, this study aims to explore the potential of technology to empower marginalized students and bridge the gaps in educational opportunities. The constructionist portal serves as a virtual platform that allows students to actively engage in constructing knowledge and understanding by creating and sharing their own digital artifacts. Drawing from diverse theoretical perspectives, including constructionism, deconstructionism, and social justice, this research seeks to investigate how the design and implementation of the constructionist portal can address educational inequities.
Utilizing a mixed-methods research approach, this study will employ quantitative data analysis to examine patterns of usage and engagement with the constructionist portal among different student populations. Additionally, qualitative methods such as interviews and focus groups will be conducted to gather in-depth insights into students’ experiences, perceptions, and challenges encountered while utilizing the portal. By analyzing the data collected, this research aims to provide a comprehensive understanding of the potential benefits and limitations of the constructionist portal in addressing educational inequities.
The findings of this study will contribute to the growing body of literature on technology-enhanced learning and its potential for promoting equity in education. By synthesizing the constructionist and deconstructionist perspectives, this research provides a unique theoretical framework for understanding and addressing educational inequities. Moreover, this study aims to provide practical recommendations for educators, policymakers, and developers to design and implement constructionist portals that cater to the needs of diverse learners and facilitate equitable educational experiences.
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