ABSTRACT
This paper examines education and technology within the framework of constructivism. The theory of constructivism does not view knowledge as a fact or information passively received by learners. It is more of a formulation of actively acquired knowledge. This paper uses a qualitative descriptive approach, in which the existing data is explained and analyzed in depth. This research uses various types of literature that are relevant to the problem being discussed, both from books and journal articles. The paper reveals that constructivism learning theory can be aligned with technology-based learning, where in the process educators act as facilitators. Constructivism learning theory is a theory that can be developed on an ongoing basis, especially in a contemporary context that is no stranger to technology. This theory can be a solution to the development of technology-based learning.
