Learning theories and Models
Several pedagogical perspectives may be considered in technological instruction. The main
perspectives are constructivism, behaviorism, and cognitivism. The concept of behaviorism was
introduced in the early 20th century and has been used to develop human learning (Mahoney,
2001). Behaviorism entails teaching people and incorporating rewards and punishments. Cognitivism
considers human memory and how it promotes learning. The working memory and long-term
memory work together to use, store or recover sensory input. Cognitivism views learning as a
mental process involving thinking and social processes. Researchers also focus on information
processing and media influence to influence instruction. Constructivism focuses on how learners
create meaning from new material (Mahoney, 2001). In a learning environment, students interact
with other students that bring different perspectives. In a constructivist learning environment,
learners use prior experience to formulate new concepts. The role of the instructor is to facilitate
and guide the students as they construct their knowledge. The instructors must ensure that the prior
experiences are relevant and related to the taught principles.
Connectivism theory suggests that learners in a digital society interact with one another, and the
networks they create become an extension of their minds. The connections allow them to see
different perspectives and enable students to make choices about their learning. Connectivism
happens through online networks or social media. Students utilize the networks to learn
persistently. Technology integration models help instructors to implement technology instruction.
RAT model holds that digital technology seeks to replace, amplify or transform learning (Kimmons &
Hall, (2018). Technology does not change teaching practices but increases efficiency in the
classroom. TPACK model provides a framework for understanding the significance of technology in
education. The model holds that educators use three sets of knowledge to instruct. They need
content, pedagogy, and technology to teach efficiently.
Mahoney, M. J. (2001). Behaviorism, cognitivism, and constructivism: Reflections on people and
patterns in my intellectual development. In M. R. Goldfried (Ed.), How therapists change: Personal
and professional reflections (pp. 183–200). DOI: 10.1037/10392-011
Kimmons, R., & Hall, C. (2018). How useful are our models? Pre-service and practicing teacher
evaluations of technology integration models. TechTrends, 62(1), 29-36. DOI: 10.1007/s11528-0170227-8