Implications of Learning Theories for Effective Technology
Integration and Pre-service Teacher Training: A Critical
Literature Review
Mustafa Koç
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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
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Journal of
TURKISH SCIENCE EDUCATION
Volume 2, Issue 1, May 2005
Koç / TÜFED-TUSED / 2 (1) 2005
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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
