tusedv2i1s1.pdf - Ko TFED-TUSED 2(1 2005 2 Journal of TURKISH SCIENCE EDUCATION Volume 2 Issue 1 May 2005 TRK FEN ETM DERGS Yl 2 Say 1 Mays 2005

tusedv2i1s1.pdf - Ko TFED-TUSED 2(1 2005 2 Journal of...

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Implications of Learning Theories for Effective Technology Integration and Pre-service Teacher Training: A Critical Literature Review Mustafa Koç 1 1 Ph.D Candidate of Instructional Technology University of Illinois at Urbana-Champaign Urbana, IL 61801 - USA ABSTRACT This review will explore the influences of technology integration into pre-service teacher education programs from the constructivist and behaviorist perspectives for the ultimate aim of improving student learning and pre-service teacher training. A wide range of research is cited, including research articles, books, comparison studies, case studies, government records, dissertations and web sites. The study concludes that technology integration representing learning from technology (behaviorist perspective) is not the most effective way to improve learning although it helps learners to perform the lower level subskills automatically. On the other hand, constructivist-learning environments representing learning with technology, which encourages learners to actively process and organize information by making internal cognitive connections, can well provide the theoretical framework for the effective technology integration. Keywords: Technology integration, Pre-service teacher training, Constructivism, Behaviorism INTRODUCTION Technology is having an impact on every aspect of modern life. Computers control our telephone routing and the engines in our cars. Washing machines can decide when our dishes and clothes are clean. In my opinion, it is time to more fully integrate technology into the educational settings since skillful use of technology supports the development of process skills such as, higher order skills, adaptability, and collaboration that are essential to success in our rapidly changing information age. I believe in Dewey’s words that if we teach today as we taught yesterday, we rob our children of tomorrow (Dewey, 1916). Technology allows us to better serve the diverse learning styles of our students and educate them for a wider range of intelligence. Everybody has different learning styles for meaningful learning but teachers cannot represent all the styles in a traditional classroom environment. However, with the flexibility and help of the technologies, we can design learning environments in which students can manage and construct their own representations of knowledge in their minds. TÜRK FEN E Ğİ T İ M İ DERG İ S İ Y ı l 2, Say ı 1, May ı s 2005 Journal of TURKISH SCIENCE EDUCATION Volume 2, Issue 1, May 2005
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Koç / TÜFED-TUSED / 2 (1) 2005 3 Teachers need to use a variety of teaching activities in their classrooms, and that variety should include technology whenever appropriate. Technology can be used not only as an information management tool, but also as a means of reaching students of diverse backgrounds (Sianjina, 2000). Use of technology can help teachers relate to today’s students who are very media aware, prompt new approaches to curriculum, and encourage developments in teaching skills (Schwarz, 2000). It can also assist teachers in helping
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