Implications of Learning Theories for Effective Technology Integration and Pre-service Teacher Training: A Critical Literature Review

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.