The objective of this paper is to delineate technologies currently available to support objectivist (traditional) and constructivist (non-traditional) methods of learning in order to help guide primary schools in their learning technology investment decisions, to help teachers effectively apply the new classroom technologies and mold their learning styles in accordance with the students' needs (learning styles).
Because teaching and learning are at best semi-structured activities, neither is conducive to automation. Yet certain aspects of instruction, particularly the delivery of information characteristics or teaching styles are prone to automation. Information classroom technologies facilitate student access to information to improve the availability or reality of learning materials. In contrast to automated classrooms that improve the efficiency of information delivery, the goal here is to make new, qualitatively better information available that would otherwise not be. Learning networks, hypermedia, simulations, and virtual reality are information classroom technologies.
While IT infrastructure developments represent attempts to provide technology tools to improve the teaching and/or learning processes, they are often undertaken without a thorough assessment of the learning gains desired or even possible. For instance, high expectations without clear objectives and realistic goals may lead to the development of state-of-the-art facilities, at once impressive yet intimidating, replete with potential yet lacking clear guidelines on how to use the technology to achieve learning improvements.
Learning models are often classifie ...