In my classroom, learning is understood as a dynamic, interactive, student-centered, and holistic process. This approach integrates multiple theories to explain how students acquire knowledge and skills. Central to this understanding is the belief that learning is most effective when students are active participants in their educational journey. Student-centered learning places the individual needs, cultural backgrounds, interests, and abilities of students at the forefront of the educational experience. Instead of a one-size-fits-all approach, this method personalizes learning by allowing students to explore, create and have a voice in what and how they learn. This empowers students to take ownership of their education by constructing their own knowledge, fostering a sense of responsibility, and independence.  Recognizing the integral role of technology, my learning theory includes the integration of educational technology which supports student-centered learning and real-world application.

The foundation of this learning theory is rooted in constructivism and constructionism, where students learn to problem-solve and think critically through inquiry, project-based and design-based learning. By engaging in hands-on projects, students are not just passive recipients of information, but active creators of knowledge. Learners take charge of their learning process by choosing projects and problems that interest them. Whether students are programming a micro:bit, designing a website, digital game, or building a prototype for their Shark Tank project, the act of constructing something brings abstract concepts to life. This hands-on approach not only enhances their understanding but also ensures that the skills and knowledge they acquire are deeply rooted and transferable to real-world contexts. This sense of ownership over their learning leads to deeper engagement and motivation (Hare, & Papert 1991). The process of "making" fosters deeper understanding and retention of concepts, as students build and iterate on their ideas. In the realm of computer science, the iterative process is not just a method of learning but a pathway to shaping our future. 

Further enriching this framework is the situative perspective, which posits that learning occurs when students are immersed in authentic, real-world experiences. Learning methods that are embedded in authentic situations are not merely useful; they are essential. (Brown, Collins, & Duguid, 1989). Learners who engage in real world activities are able to demonstrate higher levels of knowledge through creativity and collaboration (Behling & Hart, 2008). Work-based learning environments and simulations provide students with opportunities to apply their knowledge in practical contexts, making learning more relevant and meaningful. In my classroom, students are using educational technology platforms that simulate the internet and how it works.  Students are experiencing in real-time how the internet sends and receives information.  Students are programming micro:bits to create networks that allow them to communicate with one another. Students use digital technologies to collaboratively create animations, videos and podcasts.  These experiences help students to see the value and application of what they are learning beyond the confines of the classroom. 

Peer-to-peer interactions also play a crucial role in this learning theory. Through discussions, pair programming, collaborative group work, and presentations, students learn from one another. These interactions provide diverse perspectives, enhance critical thinking, and build communication skills. Learning, in this sense, is a social activity where knowledge is co-constructed through dialogue and collaboration (Vygotsky, 1979; Cherry, 2022). Additionally, drawing on Albert Bandura's social learning theory, social interactions facilitate learning from observation and modeling. Students can learn by observing me demonstrating code structure and syntax, or by observing expert coders through tutorial videos (including access to my process recordings), emulating coding practices, and then collaborating with peers to refine their skills. For example, pair programming in a shared online environment allows students to work together on coding projects, providing immediate feedback and brainstorming solutions in real-time.  Students learn from each other by organizing peer review sessions where students present their projects and receive constructive feedback.  

Culturally relevant pedagogy is another critical element of this learning theory. Ladson-Billings argues that students learn best when their cultural experiences are acknowledged and integrated into their learning process (Ladson-Billings, 1995). By designing lessons that connect with students' cultures and real-life experiences, and by using materials that reflect cultural diversity, learning becomes more inclusive and reflective of the students' backgrounds. For a computer science project, students create apps that address societal problems or issues relevant to their communities, thereby validating their identities and enriching the learning environment with diverse perspectives and experiences.