Educational Principles in Constructivism for Ubiquitous Based Learning
This study aims to explore educational principles applicable to ubiquitous based learning from constructivism. For this, characteristics of ubiquitous and principles of constructivism are investigated, and then compared and extracted common characteristics for ubiquitous based learning such as interactivity, social contextuality, and individuality.
Abstract The results of the Tennessee study and the recent Brookings consensus statement present a moment for the field to reflect collectively on the preschool evidence base writ large and on what should come next. In this brief commentary, I review the broader preschool literature and offer seven specific takeaways regarding what we know about public preschool programs and about how to improve them. I argue that making progress requires a pivot in the field to specifically how to create new high-quality programs and improve existing ones. I offer specific directions for policy, practice, and research aimed at guiding this pivot.