Behaviorist Learning Theory

Behaviourism, also known as behavioural psychology, is a theory of learning

based upon the idea that all behaviours are acquired through conditioning.
Conditioning occurs through interaction with the
environment. Behaviourists believe that our responses to environmental stimuli
shape our behaviours.

1. Definition

Behavioral learning theory can be summarized as learning that occurs through

the behavioral response to environmentally sourced stimuli . The foundation of this
theory is built upon assumptions that "have little regard for the cognitive processing
of the learner involved in the task" . The assumptions take into account 3 criteria:

• Τhe instructional task is the focus of a behavior response,

• Τhe learning occurs through the influence of environmental stimuli, and
• Τhe learning occurs through the process of repetition or rehearsal of the
behavior.
Additionally, behavioral learning theory is traditionally divided into 2 sects:
classical conditioning and operant conditioning.

Classical Conditioning

Ivan Pavlov is known for his experimentation with dogs. In his studies with
dogs, Pavlov focused on natural responses that could be elicited through the use of
unrelated stimuli. In his classical conditioning experiment, Pavlov used light (the
conditioned stimulus) and paired it with food (the unconditioned stimulus) to elicit
salivation from the dog. The idea was that after enough trials (rehearsals), the dog
would salivate when the light is shown to the dog. Using the food, light became a
condition that the dog would recognize (over time) and begin to salivate. Over time
in the absence of the food, the light would become less influential and no longer
elicit the same response.

1
 Shortcomings to this type of conditioning are similar to the story of the boy
that cried wolf. The light represents the boy that is crying and the food represents
the wolf. After using the light enough times with the absence of the food, the
conditioned stimulus becomes ineffective; similarly, the boy that continues to cry
wolf for attention becomes unreliable in a sense and help will not come. In the
elementary example above, the help that comes is symbolic of the response of the
dog to salivate.

Operant Conditioning

B. F. Skinner is another influential behaviorist of the 20th century. Similar to

Pavlov, Skinner also experimented with animals; however, his focus was on the
effects of variables on learning behaviors. He primarily centered around the idea that
reinforcement drives behavioral responses. In his classical experiment with animals,
Skinner introduced food and water to a deprived animal in an effort to teach how to
pull a lever. If the lever was pulled, the animal received a reward; however, as the
experiments continued, the animal would only receive the food or water if the lever
was pulled with a minimum force.

In this sense, the behaviors are influenced by the environmental factors that
affect the learner. The learner would require some sort of satisfaction in performing
a behavior in order to learn it. Some would call this motivation, but in conditioning,
it is referred to as the stimulus. While this is similar to classical conditioning, the
distinct difference is in the behavior that is to be taught. In operant conditioning, the
behavior is not automatic (like salivation). This is a task that is to be completed. For
those that are new to the world of learning theory, it is important to understand this
distinction.

Constructivism as a theory for teaching and learning

What is constructivism?
Constructivism is ‘an approach to learning that holds that people actively
construct or make their own knowledge and that reality is determined by the
experiences of the learner’ (Elliott et al., 2000, p. 256).
In elaborating constructivists’ ideas Arends (1998) states that constructivism
believes in personal construction of meaning by the learner through experience, and
that meaning is influenced by the interaction of prior knowledge and new events.
2
What are the principles of constructivism?
1.Knowledge is constructed, rather than innate, or passively absorbed
Constructivism's central idea is that human learning is constructed, that learners
build new knowledge upon the foundation of previous learning.
This prior knowledge influences what new or modified knowledge an individual will
construct from new learning experiences (Phillips, 1995).
2. Learning is an active process
The second notion is that learning is an active rather than a passive process.
The passive view of teaching views the learner as ‘an empty vessel’ to be filled with
knowledge, whereas constructivism states that learners construct meaning only
through active engagement with the world (such as experiments or real-world
problem solving).
Information may be passively received, but understanding cannot be, for it must
come from making meaningful connections between prior knowledge, new
knowledge, and the processes involved in learning.
3. All knowledge is socially constructed
Learning is a social activity - it is something we do together, in interaction with each
other, rather than an abstract concept (Dewey, 1938).
For example, Vygotsky (1978), believed that community plays a central role in the
process of "making meaning." For Vygotsky, the environment in which children
grow up will influence how they think and what they think about.
Thus, all teaching and learning is a matter of sharing and negotiating socially
constituted knowledge.
For example, Vygotsky (1978) states cognitive development stems from social
interactions from guided learning within the zone of proximal development as
children and their partner's co-construct knowledge.
4. All knowledge is personal
Each individual learner has a distinctive point of view, based on existing knowledge
and values.

3
This means that same lesson, teaching or activity may result in different learning by
each pupil, as their subjective interpretations differ.
This principle appears to contradict the view the knowledge is socially constructed.
Fox (2001, p. 30) argues (a) that although individuals have their own personal
history of learning, nevertheless they can share in common knowledge, and (b) that
although education is a social process, powerfully influenced by cultural factors,
nevertheless cultures are made up of sub- cultures, even to the point of being
composed of sub-cultures of one. Cultures and their knowledge-base are constantly
in a process of change and the knowledge stored by individuals is not a rigid copy
of some socially constructed template. In learning a culture, each child changes that
culture.
5. Learning exists in the mind
The constructivist theory posits that knowledge can only exist within the human
mind, and that it does not have to match any real world reality (Driscoll, 2000).
Learners will be constantly trying to develop their own individual mental model of
the real world from their perceptions of that world.
As they perceive each new experience, learners will continually update their own
mental models to reflect the new information, and will, therefore, construct their
own interpretation of reality.

What are the three main types of constructivism?

Typically, this continuum is divided into three broad categories: Cognitive
constructivism based on the work of Jean Piaget, social constructivism based on the
work of Lev Vygotsky, and radical constructivism.
According to the GSI Teaching and Resource Center (2015, p.5):
Cognitive constructivism states knowledge is something that is actively
constructed by learners based on their existing cognitive structures. Therefore,
learning is relative to their stage of cognitive development.
Cognitivist teaching methods aim to assist students in assimilating new information
to existing knowledge, and enabling them to make the appropriate modifications to
their existing intellectual framework to accommodate that information.
According to social constructivism learning is a collaborative process, and
knowledge develops from individuals' interactions with their culture and society.
4
Social constructivism was developed by Lev Vygotsky (1978, p. 57) who suggested
that,
Every function in the child's cultural development appears twice: first, on the social
level and, later on, on the individual level; first, between people (interpsychological)
and then inside the child (intrapsychological).
The notion of radical constructivism was developed by Ernst von Glasersfeld
(1974) and states that all knowledge is constructed rather than perceived through
senses.
Learners construct new knowledge on the foundations of their existing knowledge.
However, radical constructivism states that the knowledge individuals create tells us
nothing about reality, and only helps us to function in your environment. Thus,
knowledge is invented not discovered.
The humanly constructed reality is all the time being modified and interacting to fit
ontological reality, although it can never give a ‘true picture’ of it. (Ernest, 1994, p.
8)

Constructivist approaches to teaching

Constructivist learning theory underpins a variety of student-centered teaching
methods and techniques which contrast with traditional education, whereby
knowledge is simply passively transmitted by teachers to students.
What is the role of the teacher in a constructivist classroom?
The primary responsibility of the teacher is to create a collaborative problem-
solving environment where students become active participants in their own
learning.
From this perspective, a teacher acts as a facilitator of learning rather than an
instructor.
The teacher makes sure he/she understands the students' preexisting conceptions,
and guides the activity to address them and then build on them (Oliver, 2000).
Scaffolding is a key feature of effective teaching, where the adult continually adjusts
the level of his or her help in response to the learner's level of performance.
In the classroom, scaffolding can include modeling a skill, providing hints or cues,
and adapting material or activity (Copple & Bredekamp, 2009).

5
What are the features of a constructivist classroom?
Tam (2000) lists the following four basic characteristics of constructivist learning
environments, which must be considered when implementing constructivist teaching
strategies:
1) Knowledge will be shared between teachers and students.
2) Teachers and students will share authority.
3) The teacher's role is one of a facilitator or guide.
4) Learning groups will consist of small numbers of heterogeneous students.

Traditional Classroom Constructivist Classroom

Strict adherence to a fixed Pursuit of student questions and

curriculum is highly valued. interests is valued.

Learning is based on repetition. Learning is interactive, building on

what the student already knows.

Teacher-centered. Student-centered.

Teachers disseminate information Teachers have a dialogue with

to students; students are recipients students, helping students construct
of knowledge (passive learning). their own knowledge (active
learning).

Teacher's role is directive, rooted Teacher's role is interactive, rooted

in authority. in negotiation.

6
 Traditional Classroom Constructivist Classroom

Students work primarily alone Students work primarily in groups

(competitive). (cooperative).

What are the pedagogical (i.e. teaching) goals of constructivist classrooms?

Honebein (1996) summarizes the seven pedagogical goals of constructivist learning
environments:
1) To provide experience with the knowledge construction process (students
determine how they will learn).
2) To provide experience in and appreciation for multiple perspectives (evaluation
of alternative solutions).
3) To embed learning in realistic contexts (authentic tasks).
4) To encourage ownership and a voice in the learning process (student centered
learning).
5) To embed learning in social experience (collaboration).
6) To encourage the use of multiple modes of representation, (video, audio text, etc.)
7) To encourage awareness of the knowledge construction process (reflection,
metacognition).
Brooks and Brooks (1993) list twelve descriptors of constructivist teaching
behaviors:

• 1. Encourage and accept student autonomy and initiative. (p. 103)

• 2. Use raw data and primary sources, along with manipulative, interactive, and
physical materials. (p. 104)
• 3. When framing tasks, use cognitive terminology such as “classify,” analyze,”
“predict,” and “create.” (p. 104)
• 4. Allow student responses to drive lessons, shift instructional strategies, and
alter content. (p. 105)
• 5. Inquire about students’ understandings of the concepts before sharing [your]
own understandings of those concepts. (p. 107)

7
 • 6. Encourage students to engage in dialogue, both with the teacher and with one
another. (p. 108)
• 7. Encourage student inquiry by asking thoughtful, open-ended questions and
encouraging students to ask questions of each other. (p. 110)
• 8. Seek elaboration of students’ initial responses. (p. 111)
• 9. Engage students in experiences that might engender contradictions to their
initial hypotheses and then encourage discussion. (p. 112)
• 10. Allow wait time after posing questions. (p. 114)
• 11. Provide time for students to construct relationships and create metaphors.
(p. 115)
• 12. Nurture students’ natural curiosity through frequent use of the learning cycle
model. (p. 116)

Critical evaluation
Strengths
Constructivism promotes a sense of personal agency as students have ownership of
their learning and assessment.
Limitations
The biggest disadvantage is its lack of structure. Some students require highly
structured learning environments to be able to reach their potential.
It also removes grading in the traditional way and instead places more value on
students evaluating their own progress, which may lead to students falling behind,
as without standardized grading teachers may not know which students are
struggling.

• Learning is collaborative and cooperative, not just individual.

• Higher order thinking is significant.
• Classrooms become multidimensional, with different activities at different
levels taking place simultaneously.

TEACHER PERFORMANCE
8
 EVALUATION CRITERIA

The following criteria and descriptors are designed to let teachers and
administrators know what the performance expectations are for teachers in the
system. They were formulated after the committee reviewed considerable research
on teachers’ performance that identified specific practices that characterize the
most effective instructors.

A teacher’s performance will be judged in terms of 16 criteria. The

descriptors are included as guidelines for what is meant by a particular criterion.
Their function is to illustrate and provide examples for a given criterion. They are
not, nor were they intended to be, all-inclusive. They are intended to help teachers
and administrators develop a common understanding about the expectations and
provide a common language for discussing performance as it pertains to the
following criteria:

1. Plans Instruction
• Follows prescribed curriculum
• Uses available materials and resources
• Chooses activities relevant to the prescribed curriculum
• Chooses activities appropriate to student abilities
• Chooses activities, materials, and resources appropriate for students
with special needs
• Considers time available in planning
• Demonstrates flexibility in planning
• Plans student grouping according to instructional needs
• Develops long-range plans and daily lessons

2. Implements The Lesson

9
 • Focuses student attention
• Informs students of objective of the lesson
• Relates the lesson to previous and future lessons
• Presents new material clearly and logically
• Models, demonstrates and provides examples
• Monitors student learning continuously
• Provides feedback and re-teaches when necessary
• Provides opportunities for students to practice under direct
supervision of the teacher
• Provides opportunities for students to practice independently
• Conducts smooth transition from one activity to the next

3. Motivates Students
• Shows concern for students
• Establishes feeling/tone
• Establishes a level of difficulty which encourages success
• Uses student interest and background
• Uses extrinsic/intrinsic rewards

4. Communicates Lesson
• Uses variability in presentation
• Demonstrates enthusiasm, vigor, involvement, and
interest in lesson presentation
• Speaks clearly
• Puts ideas across logically
• Praises, elicits, and responds to student questions
•

5. Demonstrates Knowledge Of The urriculum

10
• Teaches accurate and up-to-date information
• Coordinates learning content with instructional objectives
• Uses effective examples and illustrations
• Presents learning content in a logical sequential order

6. Sets High Expectations For Student Achievement In Accordance

With Needs And Abilities
• Communicates expectations of performance to students
• Uses objective student data to set expectations
• Uses evaluative feedback to determine level of skill acquisition
• Encourages participation from all students
• Uses higher order questioning techniques to promote critical thinking
skills
7. Maximizes Time On Task
• Schedules learning time according to policy for the subject area
• Begins class work promptly
• Minimizes management time
• Minimizes transition time
• Makes effective use of academic learning time
• Gives clear and concise directions

8. Integrates Materials and Methodology

• Demonstrates ability to conduct lessons using a variety of methods
• Organizes materials, supplies and equipment prior to the lesson
• Integrates materials and resources smoothly into a lesson
• Identifies available supplemental resources

9. Plans And Uses Evaluative Activities

• Makes methods of evaluation clear and purposeful to students

11
 • Monitors student progress through a variety of appropriate evaluation
techniques
• Prepares assignments which reflect the material which has been
taught

10. Provides Specific Evaluative Feedback

• Provides feedback on assignments as quickly as possible
• Gives written and oral comments, as well as points or scores
• Makes opportunities for one-to-one conferences to discuss student
progress
• Interprets test results to students and parents

11. Manages The Classroom

• Manages discipline problems in accordance with administrative
regulations, school board policies, and legal requirements
• Establishes and clearly communicates parameters for student
classroom behavior
• Promotes self-discipline
• Manages disruptive behavior constructively
• Demonstrates fairness and consistency
• Arranges the classroom for effective instruction
12. Interacts With Students
• Gives criticism and praise which are constructive
• Makes an effort to know each student as an individual
• Provides opportunities for each student to meet success regularly
• Promotes positive self-image in students
• Communicates with students accurately and with understanding
• Creates a climate in which students display initiative and assume a
personal responsibility for learning

12
13. Interacts With Parents And Community
• Encourages community involvement with the school
• Provides a climate which opens up communication between the
teacher and parent
• Communicates with parents in the best interest of the students
• Supports parents/teacher activities
• Provides information related to support resources

14. Interacts With Administration And Other Educational Personnel

• Cooperates with other teachers, the administration, and other
educational personnel
• Makes use of support services as needed
• Shares ideas and methods with other teachers
• Informs administration and/or appropriate personnel of school related
items

15. Is involved In Professional Growth Activities

• Is involved in professional associations
• Participates on district/state committees, etc.
• Participates in professional workshops
• Attends professional meetings
• Keeps current in subject area
• Engages in continuing education
16. Supports And Implements School Regulations, Policies,
Procedures And Accepted Practices
• Adheres to authorized policies
• Selects appropriate channels for resolving concerns/problems
• Participates in the development and review of school policies and
regulations

13
 • Strives to stay informed regarding policies and regulations
applicable to his/her position
• Exercises responsibility for student management throughout the
entire building
• Uses discretion in handling confidential information

Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge (TPACK) attempts to
identify the nature of knowledge required by teachers for technology integration in
their teaching, while addressing the complex, multifaceted and situated nature of
teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical
Content Knowledge.

The Seven Components of TPACK

.
At the heart of the TPACK framework, is the complex interplay of three
primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
The TPACK approach goes beyond seeing these three knowledge bases in isolation.
The TPACK framework goes further by emphasizing the kinds of knowledge that
lie at the intersections between three primary forms: Pedagogical Content
Knowledge (PCK), Technological Content Knowledge (TCK), Technological

14
Pedagogical Knowledge (TPK), and Technological Pedagogical Content
Knowledge (TPACK).
Effective technology integration for pedagogy around specific subject matter
requires developing sensitivity to the dynamic, transactional relationship between
these components of knowledge situated in unique contexts. Individual teachers,
grade-level, school-specific factors, demographics, culture, and other factors ensure
that every situation is unique, and no single combination of content, technology, and
pedagogy will apply for every teacher, every course, or every view of teaching.
▪ Content Knowledge (CK) – “Teachers’ knowledge about the subject matter
to be learned or taught. The content to be covered in middle school science or
history is different from the content to be covered in an undergraduate course
on art appreciation or a graduate seminar on astrophysics… As Shulman
(1986) noted, this knowledge would include knowledge of concepts, theories,
ideas, organizational frameworks, knowledge of evidence and proof, as well
as established practices and approaches toward developing such knowledge”
(Koehler & Mishra, 2009).
▪ Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the
processes and practices or methods of teaching and learning. They encompass,
among other things, overall educational purposes, values, and aims. This
generic form of knowledge applies to understanding how students learn,
general classroom management skills, lesson planning, and student
assessment.” (Koehler & Mishra, 2009).
▪ Technology Knowledge (TK) – Knowledge about certain ways of thinking
about, and working with technology, tools and resources. and working with
technology can apply to all technology tools and resources. This includes
understanding information technology broadly enough to apply it
productively at work and in everyday life, being able to recognize when
information technology can assist or impede the achievement of a goal, and
being able continually adapt to changes in information technology (Koehler
& Mishra, 2009).
▪ Pedagogical Content Knowledge (PCK) – “Consistent with and similar to
Shulman’s idea of knowledge of pedagogy that is applicable to the teaching
of specific content. Central to Shulman’s conceptualization of PCK is the
notion of the transformation of the subject matter for teaching. Specifically,
according to Shulman (1986), this transformation occurs as the teacher
interprets the subject matter, finds multiple ways to represent it, and adapts
and tailors the instructional materials to alternative conceptions and students’

15
 prior knowledge. PCK covers the core business of teaching, learning,
curriculum, assessment and reporting, such as the conditions that promote
learning and the links among curriculum, assessment, and pedagogy”
(Koehler & Mishra, 2009).
▪ Technological Content Knowledge (TCK) – “An understanding of the
manner in which technology and content influence and constrain one another.
Teachers need to master more than the subject matter they teach; they must
also have a deep understanding of the manner in which the subject matter (or
the kinds of representations that can be constructed) can be changed by the
application of particular technologies. Teachers need to understand which
specific technologies are best suited for addressing subject-matter learning in
their domains and how the content dictates or perhaps even changes the
technology—or vice versa” (Koehler & Mishra, 2009).
▪ Technological Pedagogical Knowledge (TPK) – “An understanding of how
teaching and learning can change when particular technologies are used in
particular ways. This includes knowing the pedagogical affordances and
constraints of a range of technological tools as they relate to disciplinarily and
developmentally appropriate pedagogical designs and strategies” (Koehler &
Mishra, 2009).
▪ Technological Pedagogical Content Knowledge (TPACK) – “Underlying
truly meaningful and deeply skilled teaching with technology, TPACK is
different from knowledge of all three concepts individually. Instead, TPACK
is the basis of effective teaching with technology, requiring an understanding
of the representation of concepts using technologies; pedagogical techniques
that use technologies in constructive ways to teach content; knowledge of
what makes concepts difficult or easy to learn and how technology can help
redress some of the problems that students face; knowledge of students’ prior
knowledge and theories of epistemology; and knowledge of how technologies
can be used to build on existing knowledge to develop new epistemologies or
strengthen old ones” (Koehler & Mishra, 2009).

16
Ways and means to link technology to pedagogic content
knowledge

Keeping technology as a separate knowledge set causes problems, but when we

understand the framework of TPACK, we can integrate technology into the content
and pedagogy of our classrooms. The integration will help our students learn more
effectively. Mishra and Koehler suggest that TPACK should guide curriculum
development and teacher education.
To apply TPACK to our classrooms now, Judith B. Harris and Mark J. Hofer
worked with colleagues from universities around the United States to create Activity
Types. Their article, “‘Grounded’ Technology Integration: Instructional Planning
Using Curriculum-Based Activity Type Taxonomies,” explains how TPACK should
change the way we plan our daily lessons.
They describe a planning process where we first choose the learning outcomes
that we will be working on that day or during that class session. The learning
outcomes are the content. The second step they propose is choosing an activity
type. The activity type is the pedagogy or how are the students going to learn the
content. Finally, we can choose technologies that will support the activity type
and aid the students in learning.
. The simplest idea at play in TPACK is that a person who is a world-renowned
expert in a subject might not be a great teacher because they lack the pedagogical
knowledge to make the subject accessible and understandable. To be a great teacher,
we have to combine our knowledge of the subject with our knowledge of how to
teach. With the increasing focus on technology, we need to also learn how to
combine technology with our content and pedagogy to create an effective learning
environment.
Linking technology is depend upon the techno pedagogic content knowledge of
the teacher, nature of the content, and the earning environment. Now a day so many
tools and techniques are available. Many free soft wares related to different subject
s are available now. Teachers can use any mode of technology like power point
presentations, prezi presentations, video files , audio files, free sofwares like
Geoebra, stellarium, Kalium ,e-learning materials like e-text book, e-journals,etc.
which is appropriate to the content learning objectives and group of students in front
of him.

17
 TEACHER AS A TECHNO PEDAGOGUE
A Techno- Pedagogue is a person who focuses on the uses of technology and
whose expertise is in electronic pedagogy methods and theory. A techno pedagogue
is not a systems administrator or a network administrator. The techno pedagogue is
a person who sits with your teachers and helps them see the practical uses and
appropriate uses of technology to attain their educational goals. This person’s
expertise is grounded in educational theory curriculum development and course
design. This person stays abreast of new developments in technology and helps to
fit new information to other teachers in a manner that can be understood by the less
techno savvy. The techno pedagogue also designs, model courses that use
technology for other teachers to learn from. They exist in the training of new
teachers and help the programme make decisions regarding the acquisition and use
of technology in the organisation.
Techno pedagogy is a type of bilingualism one foot in human needs and
processes and the other in technology and all its potential. This is the hybrid method
of teaching in which ICT is being used for teaching learning situations. Literally,
'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in
handcrafting. Here, 'techno' is a qualifier, it intersects or crosses the meaning of
'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the
craft of teaching into the learning environment itself. A techno pedagogue can
oversee the design, production and even implementation of online environments,
interfaces and tools that supports learning on diverse processes. The techno
pedagogue communicates and works easily with information architects and
programmers as well as professionals and administrators translating from one to the
other. Needs, assessment and technical specifications are both part of the techno
pedagogue daily work. Techno pedagogy refers to the united potential of technology
and to transform individual and organisational practices. It is a rich and nuanced
conversation between the technological possibilities.

Teacher as a Techno-pedagogue
Techno-pedagogical skills are the ways to make accessible and affordable
quality education to all. Every teacher should know how to use technology,
pedagogy and subject area content effectively in their daily classroom teaching. It is
clear that merely introducing technology to the educational process is not enough.
One must ensure technological integration since technology by itself will not lead to
change. Rather, it is the way in which teachers integrate technology that has the
potential to bring change in the education process.

18
 For teachers to become fluent in the usage of educational technology means
going beyond mere competence with the latest tools to developing an understanding
of the complex web of relationships among users, technologies, practices, and tools.
Teachers must understand their role in technologically-oriented classrooms.
Knowledge about the technology is important in itself, but not as a separate thing.
Today the techno-pedagogical competency is very much needed for teachers
in the teaching and learning process, as it facilitates effective teaching and learning.
The techno-pedagogical competency is nothing but the ability of the teachers to
make use of technology effectively in teaching. The teachers develop techno-
pedagogical competencies then they may try to make use of this often in teaching
and it will in turn make the learning process simple and effective.
In techno pedagogy, there are three areas of knowledge, namely: content,
pedagogy, and technology. Content is the subject matter that is to be taught.
Technology encompasses modern technologies such as computer, Internet, digital
video and commonplace technologies including overhead projectors, blackboards,
and books. Pedagogy describes the collected practices, processes, strategies,
procedures, and methods of teaching and learning. It also includes knowledge about
the aims of instruction, assessment, and student learning.
The aim of teacher education is to develop skills and appropriate knowledge
among teacher trainees for using and integrating the correct technology in an
appropriate manner. Every teacher should know how to use technology, pedagogy
and subject area content effectively in their daily classroom teaching.
Hence, attitude and self-efficacy towards technology play an important role.
Thus, knowledge about technology is important in itself, but not as a separate and
unrelated body of knowledge divorced from the context of teaching--it is not only
about what technology can do, but perhaps what technology can do for them as
teachers.

19