Hairul Nizam Ismail

Work place: School of Educational Studies, Universiti Sains Malaysia, Malaysia



Research Interests: Social Sciences, Arts and Humanities


Hairul Nizam Ismail received his Ph.D. (Educational Psychology/Instructional System Technology) from Indiana, United States of America in 1999, with specialization in the area of learning and cognition. Since that year, he has served as the faculty member at the School of Educational Studies, Universiti Sains Malaysia. For the past 11 years, he has been teaching many university courses related to educational psychology, child psychology, cognitive psychology, guidance and counseling, multiple intelligences, gifted and talented, thinking and reasoning, and psychological testing. He has written numerous journal and magazine articles, research monographs, as well as book chapters in similar topic areas. He is currently the deputy dean of graduate studies and research at the School of Educational Studies, Universiti Sains Malaysia.

Author Articles
Teachers’ Use of Technology and Constructivism

By Abbas Pourhosein Gilakjani Lai-Mei Leong Hairul Nizam Ismail

DOI:, Pub. Date: 8 Apr. 2013

Technology has changed the way we teach and the way we learn. Many learning theories can be used to apply and integrate this technology more effectively. There is a close relationship between technology and constructivism, the implementation of each one benefiting the other. Constructivism states that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent efforts to integrate technology in the classroom have been within the context of a constructivist framework. The purpose of this paper is to examine the definition of constructivism, incorporating technology into the classroom, successful technology integration into the classroom, factors contributing to teachers’ use of technology, role of technology in a constructivist classroom, teacher’s use of learning theories to enable more effective use of technology, learning with technology: constructivist perspective, and constructivism as a framework for educational technology. This paper explains whether technology by itself can make the education process more effective or if technology needs an appropriate instructional theory to indicate its positive effect on the learner.

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