Title: Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs Show Chinese title

Title: 21世纪的智能学习：在三个数字时代推进建构主义

Abstract: This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences. Show Chinese abstract

Abstract: 本文探讨了建构主义作为教育框架的演变，追溯其在三个关键时期的关联性和变革：个人计算机的出现、网络社会以及当前生成式AI的时代。 源于西蒙·派珀特的建构主义哲学，本研究考察了建构主义原则如何与数字技术在个人和集体学习中的扩展作用相契合。 我们讨论了教育环境从等级化教学主义向强调学习者自主性和互动性、创造性参与的建构主义模式的转变。 本分析的核心概念是扩展的个性，其中数字工具和人工智能的整合从根本上重塑了个体自我认知和社会互动。 通过将建构主义融入智能教育的范式，我们认为它是一种个性化和民主化学习的基础方法。 我们的研究结果强调了建构主义在应对技术驱动教育复杂性中的持久相关性，为寻求利用数字创新以促进适应性、以学生为中心的学习体验的教育工作者和政策制定者提供了见解。